Doll Companion Integrating Child Self-Directed Execution of Applications with Cell Phone Communication, Education, Entertainment, Alert and Monitoring Systems

ABSTRACT

The presented cell phone-enabled doll companion allows a child novel ways to self-select and self-execute applications while requiring no intervention or supervision from the parent. Further, it provides learning, entertainment and safety by integrating cell phone communication, education, entertainment, alert and monitoring systems. While providing a convenient means of communication between the child and parent, the system allows surveillance of a child&#39;s real-time environment, GPS monitoring and SIDS/health monitoring. The functionality and the physical elements of the system are programmable through installation of applications downloadable from an application store. Various options for parental access to a configuration interface to modify settings and download applications are provided, including via a cell phone, a website, customer service call center and/or the doll companion touch screen.

CROSS-REFERENCE TO RELATED APPLICATIONS

This continuation application claims the benefit of co-pending U.S.patent application Ser. No. 13/109,993 filed on May 17, 2011, which isincorporated herein in its entirety. U.S. patent application Ser. No.14/812,662 filed on Jul. 29, 2015 and PCT Patent Application No.PCT/US12/38466 filed on May 17, 2012 are related applications.

FIELD OF THE INVENTION

The present invention relates generally to a cell phone-enabled dollcompanion, and more particularly, to a doll companion allowing a childto execute applications and allowing a parent to configure theintegrated cellular communication, education, entertainment, alert andmonitoring systems.

BACKGROUND INFORMATION

Children are often given toys that perform actions or activities plannedto provide educational or entertainment benefits. Often the child canturn the toy on and turn the toy off, but has little control of thepresentation of the activity or control over the actions the toy isprogrammed to perform—the toy carries out the pre-planned functions. Norcan the child select which activity or action is to be performed.

Though children's educational software is available that allows an olderchild to use mouse and keyboard to control an activity, thecomputer-mouse-keyboard interface is not usable by a younger child.Also, some children do not have consistent access to a computer. Someparents prefer not to allow the child to use a computer due to securityconcerns. Some software does not engage the child's attention or cannotbe adjusted to meet the child's changing needs. Many children's learningprograms are not readily available to the parent or child, particularlycompared to the quickly and easily available applications offered forimmediate download in applications stores. Therefore currently availableeducational software does not fully meet the needs of the child.

Additionally, a younger child who cannot read cannot execute anactivity, which entails choosing a CD ROM, inserting it appropriatelyinto the computer and navigating through the displayed screen prompts toexecute the selected activity; the child requires parental assistance.Children like to make their own choices and control their ownenvironment; yet currently available systems do not allow self-directedselection, control and execution of activities by the younger child.Thus, there is a need for a workable system that lets the younger childself-select an activity, self-execute that activity, and control thefunctions of that activity without requiring help from the parent.

The care, safety and education of a child are top parental priorities.Numerous monitoring and education/entertainment systems have beendeveloped to assist the parent in meeting these goals, yet each islacking in some feature or aspect. For example, though monitoring alertsystems can warn or alert a parent, they do not allow efficientreal-time voice and video communication between the parent and child.For instance, if the child is lost, a conventional GPS alert system maynotify the parent that the child has wandered off, but will not allowthe parent to see there is a picnic table beside the child and, then, tosay to the child, “See the red picnic table in front of you? Sit thereand wait. I will come right away.”

Also, conventional monitoring systems are generally standalone systems,adding to the large number of varied electronic devices that must bemanaged, configured, charged and carried by the parent.

Commonly available child monitoring systems include audio andaudio-video monitoring systems that receive input from the baby's roomand transmit it to a portable audio receiver device. Though the parentin a nearby room is able to hear if a child calls out or cries, thesesystems are not designed to allow a remote parent (across town or acrossthe country) to monitor a child. Though some monitoring systems can beconnected to a home network Internet connection to allow remote parentalsurveillance from an Internet-connected computer, the complicated setupinvolving port forwarding and other advanced networking tweaks willdeter many potential users—or will necessitate the expense of hiring anetwork technician. Additionally, these monitoring systems are one-waysystems and do not allow two-way communication and interaction betweenthe parent and the child. For example, though the parent at his officecomputer may be able to see that the child at home is about to pull apot of boiling water off the stove, he cannot give a real-time voicewarning.

Other child monitoring systems are focused on using GPS technology todetermine the location of a child. A few of these GPS monitoring systemsmake partial use of a cellular phone network. For example, the AmberAlert GPS (shaped like a small plastic pod) and the SecuraPAL® Guardianpersonal locator (shaped like a candy bar style cell phone) arecommercially available cellular phone-enabled GPS tracking devices. Bothallow the parent to log onto an online application to see recent orprevious locations of the child and to manage alerts (text, email orphone). The Amber Alert GPS device can also serve as an audio monitor;the parent calls the device and is automatically connected to listen tothe child's environment without notifying the child that audiomonitoring has been activated. Similarly, the Nu-M8 tracking device(based on PCT WO 2010/125338 by Bentley) incorporates both cellulartransmission and GPS tracking within a bracelet or wristband format,which must necessarily be small to be usable by very small children. TheNu-M8 tracking device attempts to overcome the technical difficulties ofthe joint cellular and GPS transmissions, of maintaining sufficientbattery power to run the device, and of calculating location coordinatesin light of the limited computational and battery power in such a smallwristband device. However, these GPS tracking devices do not provideefficient parent-child communication. Plus, the child may not becooperative, as wearing the wristband or carrying the tracking pod istroublesome without an apparent gain from the child's point of view.Additionally, this type of standalone system adds yet another electronicdevice to the parent's collection of family electronic devices tomanage, with inherent monetary costs and time costs (learning to use thedevice, keeping the device charged, maintaining the device and thelike).

Another type of monitoring system, used to detect Sudden Infant DeathSyndrome (SIDS), has a sensor for monitoring health parameters and atransmission method. For example, in US Patent Application PublicationUS2010/0274104 by Khan, a monitor is attached to a band worn by a childand configured to transmit an alert if the measured parameters areoutside of the pre-set parameters. Various communication interfaces arediscussed, including transmission of the alert by cellular and Internetcommunications. However, the device does not provide efficientcommunication between the parent and child, nor does it haveentertainment or educational benefits. Further, the size of the devicemust be minimized to be worn on the wrist of a child so the size of thebattery is small, necessitating frequent charging.

To allow communication between a remote parent and a child, varioussystems using cellular communication have been developed. Young childrencannot manage the complexities of cell phones that sometimes evenchallenge adult users. Simplified cell phones for children have beendeveloped, such as a commercially available rigid I-Care™ plasticbear-shaped mobile phone with seven buttons. Though it simplifiesdialing by having four pre-set buttons (such as mother, father, friendand teacher) and an SOS button, it additionally requires the usage of acall out and hang up button, so appears to only be suitable for childrenof kindergarten age and older. Additionally, the I-Care mobile phoneprovides auto-answering to allow the parent to listen to the child'senvironment. The SecuraPAL® Guardian personal locator discussed aboveincludes a single pre-set speed dial button. Similarly, in China PatentApplication No. 200810068428 by Chen, a child's mobile phone with GPSthat has a battery-powered motor for moving the limbs, head and mouth ispresented. The toy- or pet-shaped mobile phone has a left hand button(“Mommy”), right hand button (“Daddy”), right foot button (“teacher”)and left foot button (“police”), which can be pre-set with dial outnumbers by text message. Though the Chen phone uses the cellular system,it cannot be configured by the parent, except by the limited textmessage function. Certainly, the child cannot self-direct learning orentertainment, as the Chen phone does not incorporate learning orentertainment options for the child.

Communication between a parent and a child can also be provided bycomputer-connected doll systems. These generally allow the parent tomechanically control a portion of a doll. For example, a parent at acomputer in the same room as the child may move the doll's arm to makeit appear that the doll is interacting with the child Kikinis, U.S. Pat.No. 5,746,602 filed in 1996, covers a doll connected to a computer thatcan tell stories, teach languages, play music, and offer othereducational options, as chosen by the parent at the computer primarilyby inserting a CD ROM into the computer to execute the desired program,which then activates and/or animates the doll. The Kikinis doll issubstantially a computer interface designed for a child, but is limitedin its lack of a method to allow the child to select programs, and byits limitation of computer tethering.

Gabai, U.S. Pat. No. 5,752,880, covers the controlling of a dollwirelessly by radio transmission through a computer. A program runningon the computer issues a command to a toy, the toy performs the command,and the toy then provides feedback to the computer that it has performedthe command. In PCT Application No. WO01069799 filed in 2001, Gabaiexpanded his computer-controlled doll system to an Internet-controlleddoll system having a network-mediated toy-controlling data communicationlink for controlling aspects of the toy; other optional devices to allowconnections to remote computers are mentioned, such as televisionset-top boxes, cable networks, base station, cellular phone andtelephone line connections. Obtaining the correct equipment and settingup this networked situation may not be straightforward. Additionally,this system requires an Internet connection and a means to connect toit, which are not always available. Furthermore, the child cannotself-direct learning or entertainment.

Smart toys have attempted to address the desire for better children'seducational systems, but the modes of interaction between a child andthe smart toy are not well developed. For example, some referencespresent a smart toy that uses language recognition software, so thatchildren can manage the content they want by speaking to the toy. Thelimits of this are obvious, however, as even adults suffer from extremefrustration with automated voice answering systems that barely work.Other smart toys involve many cartridges and corresponding books thatmust be kept together and well maintained to be usable.

One of the more advanced smart toys is presented in U.S. patentapplication Ser. No. 12/117,389 by Stiehl, et al., assigned to MIT, andis titled “Interactive Systems Employing Robotic Companions.” Theprincipal device of the system is a robot in the form of a plush doll,preferably, a teddy bear called the “Huggable” in the patentapplication. The Huggable has a motor and interior working mechanism tomove its head, arms, etc. Its overlay is a soft material imitating skinand fur. It is outfitted with sensors or air bladders that enable theHuggable to “feel.” The Huggable's eyes are cameras for video streaming;and it has a microphone and speakers enabling it to hear and speak.Through a web-page implementation of control, the Huggable allowsinteraction with a remotely-located person, where the user of the robothas a relationship with a remotely located person such as a teacher(foreign language teacher, math tutor, etc.) or a relative (parent,grandparent, etc.) and the remotely located person (known as a“puppeteer”) controls the robot. Though the Huggable plush toy allowsviewing, hearing and communicating with a child remotely and provides ameans to connect remote relatives and teachers through the Internet, itis tied to Internet connectivity due to the real-time manipulation ofthe controls of the robot, so cannot take advantage of the benefits ofcell phone connectivity, such as a more developed and pervasivecommunication network, a different price structure, differentcommunication capabilities, etc. Additionally, it does not includesecurity features and does not allow child-directed control or learning.

Cell phones have become ubiquitous, with younger and younger childrendeclaring their yearning for a personal cell phone. Yet conventionalcell phones are not adapted to meet the needs of younger children;protocols are not developed to meet the needs of the child and parent.Also, children cannot select the content they want nor execute theprograms needed to deliver this content.

Additionally, the number of individual electronic devices specializedfor one function continues to grow and expand. The large number ofelectronic devices normally owned increases clutter and decreasesoptimum usage. The learning curve to use each one effectively oftenprevents efficient use. Maintenance, keeping accessories located, andcharging of the devices takes precious time from the parent.

Accordingly, while numerous educational toys and monitoring systems havebeen developed, and while conventional cell phones are readilyavailable, there is an established need for a child-oriented dollcompanion that allows the child self-directed access to, and selectionof, the functionality and applications of the system. The system furtheradvantageously integrates cell phone communication, education,entertainment, alert and monitoring systems in a way that allowsconvenient usage by the parent (configuration of settings, planning of adaily learning and entertainment schedule for the child, andcommunication).

SUMMARY OF THE INVENTION

The present invention is directed to a doll companion integrating childself-directed execution of applications with a cell phone system,monitoring systems, an educational system, an alert system and anentertainment system into a compact, portable single entity, thecell-enabled integrated learning system, referred to herein as the“CEIL” system. The CEIL system incorporates all of the functions andadvantages of a smart cell phone that is easily modifiable andexpandable with downloaded applications, plus adds the advantages of theother integrated systems. Significantly, the present invention isequipped with novel means enabling even young toddlers to self-executeeducational and entertainment applications. If an 11-month old toddlerwants to see her video of a mother duck and babies, she can select thesmart card showing a picture of the duck family, hold it up to the cardreader within the doll companion, and play that video. Or to play amatching colors game, she can hold a unique, colored smart card up tothe doll companion and, without her parents' help, execute thatapplication.

During the day, the doll companion may make cute sounds in response tothe toddler's vocalizations. Or the doll companion may be configured torepeat each word the child says in Spanish, thereby effortlesslyteaching a second language. Hence, the doll interacts with and respondsto the child; the bond and affinity that develop between the child andthe doll companion causes the child to desire to keep the doll near,facilitating monitoring by the parent.

Additionally, with or without access to a computer, a variety ofparent-friendly configuration interfaces allow convenient configurationof the settings of the various systems, allow downloading ofapplications to expand entertainment and education, enable the parent toestablish protocols appropriate for the age and abilities of the child,and permit the parent to set up and modify a daily learning,entertainment and alert schedule for the child. Through use of thedownloaded applications, configuration interface and child-selectableinputs, the CEIL system can be customized for the child at his currentage and ability, plus the CEIL system can be altered as needed to meetthe changing needs of the child as he learns and grows. Advantageously,the configuration interface can be accessed, the configuration settingscan be updated, and applications can be downloaded into the CEIL systemwith or without a computer connection. The parent can access theconfiguration interface through a computer-based system with the dollcompanion connected to the computer, through a web-based system from aremote parent's computer or smart phone, by assistance from a customerservice call center, by voice commands, and through use of textcommands.

The cell phone system provides remote communication between the childand parent or other approved contact. (“Parent” is herein used toinclude one or both parents, legal guardians, nannies, caregivers andother custodial adults who have responsibility for the child.) Using thecellular connectivity or, optionally, a presented local system, theparent is also provided with a means of viewing and hearing a child'sreal-time environment. The integrated education and entertainment systemprovides opportunities to teach, engage, amuse, develop skills andprovide instruction to young children. The integral alert system allowsthe parent to give alerts, alarms, schedule information and guidance tothe child. The optional GPS security feature allows the parent to setlimits and track the child's location. When using the optionalhealth/SIDS monitoring safety feature, the parent or authorized medicalprovider can verify aspects of the child's health, thus providingreassurance and peace of mind.

An object of the present invention is to provide a cell phone-enabledCEIL system that provides means for the child to select and execute anapplication.

Another object of the present invention is to provide a cellphone-enabled CEIL system that allows a remote parent to view and hear achild's environment in substantially real time via cellularconnectivity.

A further object of the present invention is to provide a cellphone-enabled doll companion system that allows the remote parent tocommunicate with the child via a cell phone system.

An additional object of the present invention is to provide a cellphone-enabled CEIL system that allows the child to interact with thedoll companion system.

Another object of the present invention is to provide a cellphone-enabled CEIL system that allows the parent to set up, administerand modify the configurations and protocols of the various systems.

A further object of the present invention is to provide a cellphone-enabled CEIL system that allows the parent to create and manage adaily schedule for the child incorporating entertainment and educationalcontent.

An additional object of the present invention is to provide a cellphone-enabled CEIL system that is operative to provide instruction tothe child.

These and other objects, features and advantages of the presentinvention will become more readily apparent from the attached drawingsand from the detailed description of the preferred embodiments, whichfollow.

BRIEF DESCRIPTION OF THE DRAWINGS

The preferred embodiments of the invention will hereinafter be describedin conjunction with the appended drawings, provided to illustrate andnot to limit the invention, where like designations denote likeelements.

FIG. 1 is a perspective showing the doll companion of the presentinvention integrating child self-directed execution of applications withcell phone communication, education, entertainment, alert and monitoringsystems.

FIG. 2 is a front view of an app-initiating smart card of the presentinvention configured to allow a young child to execute applications onthe doll companion system.

FIG. 3 is a perspective showing the doll companion of the presentinvention with the smart card executing an application on the dollcompanion system.

FIG. 4 is a schematic of the app-initiating smart card system 85 of thedoll companion of the present invention.

FIG. 5 shows exemplary types and categories of smart cards of the smartcard system 85 of the doll companion of the present invention.

FIG. 6 to FIG. 8 are schematics showing the methods of usage of thesmart card system 85 of the doll companion system of the presentinvention.

FIG. 9 is a perspective view showing a first exemplary exterior of thedoll companion system of the present invention.

FIG. 10 is a perspective view showing the second exemplary exterior ofthe doll companion system of the present invention.

FIG. 11 is a perspective view showing the third exemplary exterior ofthe doll companion system of the present invention.

FIG. 12 is a perspective view showing the fourth exemplary exterior ofthe doll companion system of the present invention.

FIG. 13 is a schematic showing child-input means by which a child canexecute applications and interact with the doll companion of the presentinvention.

FIG. 14 is a schematic showing parent-access means by which a parent canaccess the configuration interface to modify configurations and topurchase and download content and applications.

FIG. 15 is a schematic showing an overview of an exemplary configurationinterface used to search, purchase and download applications, and usedto initialize, configure, reconfigure and update the various systems ofthe doll companion system of the present invention.

FIG. 16 is a schematic showing a portion of the configuration interfacefor obtaining new applications (including both executable applicationsand content) to be installed into the doll companion system of thepresent invention.

FIG. 17 is a schematic showing an overview of selected aspects of theintegrated systems of the doll companion of the present invention,including the cell phone communication, education, entertainment, alertand monitoring systems.

FIG. 18 is a perspective view showing the components of the cellularsystem disposed on and within the doll/toy housing of the doll companionsystem of the present invention.

FIG. 19 is a schematic showing the components of the cellular system ofthe doll companion system of the present invention.

FIG. 20 is a schematic showing an exemplary configuration interface forconfiguring the cell phone system of the doll companion system of thepresent invention.

FIG. 21 is a schematic showing an exemplary configuration interface forconfiguring the cell phone system of the doll companion system of thepresent invention, particularly for an older child.

FIG. 22 is a perspective view showing the components of the alert systemdisposed on and within the doll/toy housing of the doll companion systemof the present invention.

FIG. 23 is a schematic showing an exemplary configuration interface forconfiguring the alert system of the doll companion system of the presentinvention.

FIG. 24 is a perspective view showing the components of the audio/visualsystem disposed on and within the doll/toy housing of the doll companionsystem of the present invention.

FIG. 25 is a schematic showing the organization of components of thelocal audio system of the doll companion system of the presentinvention.

FIG. 26 is a schematic showing the organization of components of thelocal audio/visual system of the doll companion system of the presentinvention.

FIG. 27 is a schematic showing the organization of components of thecellular audio/visual system of the doll companion system of the presentinvention.

FIG. 28 is a schematic showing an exemplary configuration interface forconfiguring the cellular audio/visual monitoring system of the dollcompanion system of the present invention.

FIG. 29 is a schematic showing the organization of components of the GPSsystem of the doll companion system of the present invention.

FIG. 30 is a schematic showing an exemplary configuration interface forconfiguring the GPS system of the doll companion system of the presentinvention.

FIG. 31 is a schematic showing an exemplary configuration interface forconfiguring the GPS system of the doll companion system of the presentinvention.

FIG. 32 is a perspective view showing the components of the audio/visualsystem disposed on and within the doll/toy housing of the doll companionsystem of the present invention.

FIG. 33 is a schematic showing the organization of components of thehealth/SIDS monitoring system of the doll companion system of thepresent invention.

FIG. 34 is a schematic showing an exemplary configuration interface forconfiguring the health/SIDS monitoring system.

FIG. 35 is a perspective view showing the smart card system with thecomponents of the education system disposed on and within the doll/toyhousing of the doll companion system of the present invention.

FIG. 36 is a schematic showing the integration of the smart card systemwith the educational system and entertainment system of the dollcompanion system of the present invention.

FIG. 37 is a schematic showing an exemplary configuration interface forconfiguring the educational system or entertainment system of the dollcompanion system of the present invention.

FIG. 38 is a schematic showing steps in configuring the child's scheduleof the doll companion system of the present invention.

FIG. 39 is a schematic showing default priorities of events input intothe child's schedule of the doll companion system of the presentinvention.

FIG. 40 is a schematic showing configuration of the child's schedule ofthe doll companion system of the present invention.

Like reference numerals refer to like parts throughout the several viewsof the drawings.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

Shown throughout the figures, the present invention is directed toward achild's toy or doll companion integrating child self-directed executionof applications with cellular communication, education, entertainment,alert and monitoring systems to form the novel “cell-enabled integratedlearning system” (“CEIL system”), also referred to as the “dollcompanion system.” Additionally, a parent configuration interface isprovided allowing the parent to customize the CEIL system for thechild's needs (including configuring, updating, downloading new content,and establishing a learning, entertainment and alert schedule for thechild).

1. Child Self-Directed Selection, Execution, and Control of Applications

The child can interact with and control his CEIL doll companion. Thechild can choose the game he wants to play, the animation he wants towatch, or call his parent from his bed because he is scared or sick. TheCEIL system provides multiple input means for even a young child toselect, execute and control applications, without the parent'sassistance.

These self-directed, child-activated input devices 45 (FIG. 13), usableseparately or in combination, include a smart card system 85 (FIGS.1-3), tactile buttons 21 (FIGS. 3, 9, 10, 12), and a touchscreen 25(FIGS. 3, 12) for relatively older children who are comfortable usingsuch screens to make programming selections. In a significant departurefrom prior art devices and novel improvement over them, the presentinvention features both “smart cards” (application-initiating cardsfunctional with a card-doll communication interface) and “tactilebuttons” (push buttons, levers, knobs, pull handles, joysticks, switchesor other child-engagable tactile controls) that are suitable for use byvery young children who do not yet use touch screens. For example, aneleven-month-old infant can hold a smart card with a picture of a turtle(smart card 86 of FIG. 2) up to a card reader 15 (FIG. 1) to watchanimated turtles dance. An early elementary student will be able to usethe displayed interface on the interactive touchscreen 25 to activateand play games on the screen 25. A toddler can easily push the single“push to talk” button 21X, FIG. 18, to tell his parent that his stomachhurts. Or a toddler can execute an application using theapplication-associated smart card system 85, and then use the tactilebuttons 21 to respond to on-screen 25 communication.

In contrast to previous systems, such as the computer-controlled orparent-controlled smart dolls of the cited references, the CEIL systemallows the child to self-select and self-initiate activities andcommunication, including executing learning and entertainment activitiesand phoning out to his parent through cell phone communication.

1.1 Application-Initiating Smart Card System FIGS. 1-3

The smart card system 85 includes a card reader 15 operably connected tothe CEIL computer system and incorporated in any suitable locationwithin the doll/toy housing 10 of the doll companion. The smart cardsystem 85 also includes a card 86 having stored application-associateddata readable by the card reader 15. In certain embodiments, the smartcard system 85 further includes an indicator marker 62.)

The smart card system 85 allows a young child to execute computerapplications of his choice on the CEIL system. The child merely selectsthe small, portable smart card 86 (FIG. 2) that represents theapplication he wishes to “play” and interacts the smart card 86 with thecard reader 15 (FIG. 1). This is shown in FIG. 3 with the card 86 beingplaced directly in front of the reader 15, which, in this example, islocated in the head of the doll/toy housing 10. The computer system thenexecutes (“plays”) the associated application.

For example as shown in FIG. 4, the child selects 200 the “A” alphabetcard 86. The child then holds 201 the card 86 to the area of thetoy/doll housing 10 enclosing the reader 15. An indicator marker 62 maybe positioned externally of the reader 15 to assist the child inbringing the card 86 into the proper position. The reader 15 thenobtains 202 the data from the card 86, with the data transmitted 203 tothe computer system. The computer system executes 204 the applicationassociated with the particular card. In this example, the “A” alphabetcard 86 is associated with an animation 37 (FIG. 3) of objects startingwith the letter “A”, preferably with correlated songs or other audio.Thus, the smart card system 85 provides a child-friendly computerinterface for executing applications, thereby allowing self-directedlearning and entertainment at a young age.

Preferably the smart card 86 is a non-positional, non-contact card withapplication-associated data embedded upon or within the card. Theapplication-associated data comprise a unique ID number, code, or otherdata that are, or can be, associated with or related to an application100 and which can be received by the card reader 15. The card reader 15is operable to read the complementary smart cards 86. The card reader 15is operably connected to relay the smart card information to thecomputing system 40 to execute the designated application. Any of avariety of contact or contactless card technologies that are known inthe art, or become known, may be used to implement the informationtransfer between the smart card 86 and the card reader 15.

In a preferable aspect, the smart card system 85 uses contactlesstechnology to accommodate the child's limited dexterity and to increasethe ease of use. The contactless smart card 86 needs merely to be heldor waved briefly within the connecting distance of the card reader 15.Contactless card technologies include memory cards (passive cards thatstore data but do not process information), optical cards (that requirea laser to read and write data on the card), proximity cards, Near FieldCommunication (NFC) cards, RFID tags and integrated circuit (IC) cardsusing radio frequency transmission and having an embedded IC chip thatcan store and process data.

Preferably, the smart card system 85 uses a short-range wireless NFCtechnology interface 78 to communicate the application-associated dataof the card 86 to the reader 15. The NFC interface meets establishedstandards defining data formats, bandwidth, transmission, etc. NFCtypically requires a distance of only a few centimeters, such as aroundtwo to four centimeters. Thus, with the reader 15 positioned in the headof the doll companion, as shown in FIG. 1, the child would wave thesmart card 86 within a very few centimeters of the forehead, as shown inFIG. 3. Because the NFC interface 78 may permit communication at a veryshort range, the location of the NFC interface in the reader 15 may beindicated on the exterior of the toy housing 10, such as by use ofindicator marker 62 (FIG. 1), to assist the child in bringing the card86 within range of the reader 15.

The NFC interface may comply, for example, with such standards as ISO18092 or ISO 21521, or it may comply with the TransferJets protocol. TheNFC interface may typically operate at 13.56 MHz and at rates rangingfrom 106 Kbit/s to 848 Kbit/s. The close range communication with theNFC interface 78 may take place via magnetic field induction, allowingthe reader 15 to communicate with the card 86 NFC interface 78 or toretrieve information from cards having radio frequency identification(RFID) circuitry. The NFC interface 78 may provide a manner ofinitiating or facilitating a transfer of application-associated datafrom the card 86. Preferably, the reader 15 is the initiator andactively generates a radio frequency (RF) field that powers the passivetarget, smart card 86. This allows the smart card 86 to take a simpleform factor, removing the need for batteries or charging.

Advantageously, the NFC interface 78 may enable the CEIL system toengage in near field communication (NFC) with RFID tags, otherNFC-enabled electronic devices and other NFC implementations that arecurrently in place or are being developed for mobile phone integrations.These include, for example, smart poster applications, mobile ticketing,mobile payments and informational NFC tags intended for mobile phones. Agrowing number of cellular phones are now including NFC readers tointeract with these NFC-enabled implementations. For example, posters atsome historical parks include NFC tags, museums are placing NFC tags ondisplays to provide information and Google's Places® implementation isproviding local businesses in some cities with NFC tags. Thus, using theNFC reader 15 included in the CEIL system for interacting with the smartcards 86, the child can also make use of other NFC implementations. Forexample, at a museum or tourist attraction, the child can hold the CEILreader 15 up to the NFC tag, and information about the exhibit, such asan audio/visual guide, will be displayed on the screen 25 and/or playedby speakers 18 (FIG. 18).

Additionally, the technology is already developed for NFC in cellphones, so the technology will be easy and economical to use. Therefore,multiple benefits accrue by using a NFC interface in the smart cardsystem 85.

As shown in FIG. 5, the smart cards 86 are thin cards formed in any of avariety of shapes, made of a child-safe material and made in a size andshape (for example, without sharp corners) suitable for the age of thechild. The smart cards 86 are preferably printed with images, numbers,symbols or text to designate particular activities, thereby allowing thechild to easily choose the application he wishes to execute. The frontand back text and/or images can correspond. For example, the front mayshow a word in Spanish with the back showing the word in English.

The smart cards 86 may be sold singly or in sets. The applicationsassociated with cards 86 may be any of a variety of types (such asgames, videos, animations, pre-recorded audio, media, drawing, coloring,puzzles, mobile applications of online websites such as YouTube® or newssites, music, video clips, learning games, brain teasers, prerecordedlessons, etc.) and may be in any of a variety of categories suitable forchildren's learning or entertainment. For example, as shown in FIG. 5,the categories may include nature or science cards 86N allowing thechild to play science-related games, to view nature videos, etc.;arithmetic cards 86A for teaching math facts; reading readiness cards86R for teaching sounds, sight words, nursery rhymes, the names ofcommon household items, etc.; foreign language cards 86L that help thechild learn a foreign language; sports cards 86S providing instructionalvideos, team and player stats, etc.; music cards 86M that allow thechild to experience a variety of musical styles, sounds, etc.; and movieor video cards 86V that execute the playing of a full-length orabbreviated movie or video.

If the app-initiating smart cards 86 are sold as a set, the cards 86 maybe configured with an interior hole 84 for fitting on a ring 82 (FIG. 7)to assist the child in keeping the set together. The ring 82 may be asolid ring with the smart cards non-removable or may have an openingallowing the child to remove the smart cards from the ring and tocollect them again onto the ring. Other optional restraining devices mayalso be used, such as a box to receive and store the cards 86.

Though contactless card technologies are preferred, a contact cardtechnology, such as the familiar magnetic strip technology of passivedebit and credit cards can optionally be used by the CEIL system.Magnetic strip cards meet established International Organization forStandardization (ISO) standards defining physical properties of thecard, data formats, etc. When using magnetic strip technology, datadesignating the application to be executed by the CEIL system areembedded in magnetic particles on a band (magnetic strip) attached tothe surface of the card. The card reader 15 includes a magnetic readinghead and the magnetic strip-type smart card 86 requires physical swipingin the slot of the magnetic strip reader past the magnetic reading head.

The app-initiating smart card system 85 provides a method ofself-directed learning and entertainment for the child. Though theparent has the opportunity to schedule educational, entertainment andalert events into the child's daily schedule 745 (FIG. 40), the smartcard system 85 allows a specific activity to be chosen by the child. Thesmart card may be associated by the parent with a particular activity(319, FIG. 37) or the smart card can be pre-assigned to a particularactivity.

For example, a collection of bedtime stories can be sold on a CD ROM orDVD with a collection of smart cards 86 (and, optionally, a book of thesame bedtime stories). Using the individual-type card of FIG. 7, eachcard 86 in the set is pre-assigned to correspond to a story in thecollection of bedtime stories. As shown in FIG. 37, the bedtime storyset is acquired 312 and delivered 315 to the CEIL system. When the childwishes to hear a bedtime story, he selects the card 86 having a pictureor graphic that indicates to the child the bedtime story—such as a sceneout of the story. The child then taps or waves the smart card 86 infront of the smart card reader 15 (FIG. 1, FIG. 3), which causes theCEIL system to activate the particular bedtime story activity, which mayinclude playing a pre-recorded bedtime story, playing an audio readingof the story while showing an animation on screen 25, executing aninteractive game based on the story, playing a video of the story, orthe like. If the child wishes to have a second bedtime story activity,he waves a different smart card 86 to execute the second activity.

The app-initiating smart card system 85 may be configured to correspondan activity or activities to the smart card 85 in any of a variety ofways, including representative (FIG. 6), individual (FIG. 7) andcorresponding (FIG. 8).

In the representative usage of FIG. 6, a single smart card can berepresentational of a collection of actions, stories or activities. Thebedtime story collection described above allows a single smart card toindividually execute a single activity (individual usage, FIG. 7). Incontrast, as shown in FIG. 6, a single smart card 86N may represent acollection of activities, such as animal videos. When waved by the childin front of the card reader 15, one S1 of the collection of animalvideos may be played for the child on screen 25. A second wave of thesame card by the child activates the CEIL system to play a second videoS2, and so on and so forth up to the number of pre-recorded andinstalled videos Sn.

In the individual type of usage, shown in FIG. 7, a single cardactivates a single activity, story, action, etc. For example, when theapp-initiating smart card 86L is waved in front of the card reader 15,the CEIL system is activated to play a single Japanese nursery song 380.If a different nursery song is desired, a second smart card 86Cassociated with the second song would be waved, and so forth.

Turning to FIG. 8, in the corresponding mode of usage, a first card isread by the card reader 15 causing the CEIL system to request a secondcard having a type of correspondence. For example, if the card 86F(2+2=) is read by the card reader 15, the CEIL system requests the card86G (4), which is the answer to the math problem and teaches the childthe answer to the math fact. Another exemplary use of the correspondingmode allows the child to use the CEIL system as a teaching calculator,as follows: [1.] The child holds a first number 86J in position forreading by the card reader 15. [2.] The child holds a mathematicalfunction symbol 86H in position for reading by the card reader 15. [3.]The child holds a second number 86Q in position for reading by the cardreader 15. [4.] The child holds a mathematical function symbol for“equals” 86P in position for reading by the card reader 15. [5.] TheCEIL system performs the mathematical operation and announces the answerto the math problem to the child. [6.] If the child holds the number 86Gcorresponding to the correct answer announced in position for reading bythe card reader 15, the CEIL system will play an encouraging messageand/or display a short animated video, preferably having an associationwith the correct number, such as four clowns dancing or the like. Thecorresponding card may be requested by a pre-recorded message, by acomputer-generated verbal message, by an on screen prompt, etc.

Other similar learning and entertainment games can be played using theapp-initiating smart card system. For example, a grandparent can recorda story that can be associated with a particular smart card 86. Thechild can then listen to that story by selecting (preferably based on apicture on the particular smart card 86) that particular smart card 86.

Incorporating features of the smart card system 85 with the othersystems of the invention may allow additional expansion.

Thus, using the smart card system 85, the child can select the activityof his choice from among the sets of cards 86 available to him.

The smart cards 86 may be acquired 312 (FIG. 37) in any of a number ofways. As discussed later in relation to FIG. 14, the parent may use acomputer or the touchscreen 25 to access a web-based interface 103 or anapplications store administrative interface 107 to search 310 for,select 311 and download an application (free or with payment). Thoughthe application can be downloaded to the computer and sent to the CEILsystem or pushed to the CEIL system using over-the-air technology,obviously a card 86 to initiate the application cannot be downloaded.Thus, the application will be available immediately for use, but thesmart card 86 must be obtained through a different means. Thecorresponding card 86 may be mailed to the purchaser of the applicationfrom the application provider. Unassigned cards may be provided at thetime of purchase of the CEIL system or may be available through aretailer. The unassigned cards may be printed with various designs(allowing the parent, for example, to choose an unassigned card printedwith a kitten image for correspondence with a downloaded petapplication) or may be blank and ready to receive a label. Afterpurchasing the application 100 the parent can select an unassigned cardat random and associate or correspond 319 a unique number printed on thecard with the downloaded application. The unassigned card could furtherbe customized by printing and adhering an image associated with thedownloaded application, such as might be provided in association withthe downloaded application.

The parent may also purchase pre-assigned smart cards 86 from aretailer, such as a set of cards 86 with zoo animal pictures for playingshort zoo animal videos. A media disk, such as a DVD or CD ROM, can besold with the card 86 set, with the media disk inserted into a computerconnected to the CEIL system and the content delivered to the CEILsystem. However, if use of a computer is not desired, the child (orparent) can hold a card 86 (such as a lion card) up to the card reader15. The card reader 15 reads the unique application-associated data andtransmits the unique application-associated data to the computer system40. The computer system 40 compares the newly-received uniqueapplication-associated data to the unique identifiers of the installedapplications. If the newly-received application-associated data is notfound in the unique identifiers of the previously installedapplications, the computer system 40 is configured to download thepurchased application associated with the newly-received uniqueapplication-associated data via the cellular connection (or optionally,via Wi-Fi, if enabled). Optional data may be included on the card tolimit the number of downloads of the application (such as to minimizesharing of the card and application between friends).

The smart cards 86 may also be acquired by calling customer service 104,105 with the application pushed to the CEIL system and the card 86mailed to the parent or a generic card associated 319 by the parent.

1.2 Tactile Buttons FIGS. 9-10, 12

Tactile buttons 21 are provided to allow even a very young child aconvenient means of input, such as to make a selection, to initiate anapplication or to interact with a display on screen 25. Moreover, byusing tactile buttons 21 in conjunction with the display screen 25, alimited number of tactile buttons 21 are leveraged into an infinitevariety of content selection means, since the display screen 25 can beinfinitely varied.

In yet a further novel feature, the tactile buttons 21 may be positionedin proximity to the doll companion's display screen 25, such thatcontent displayed on the screen 25 may be associated, even by very youngchildren, with the tactile button 21 in immediate proximity to it. Forinstance, the system may say “find a red button” while the screen turnsred. If the child does not immediately press the red, tactile button 21,the screen 25 may display an arrow pointing at the red button 21adjacent to the screen to help the child learn colors. The CEIL systemmay request a button 21 of another color, creating a game for the youngchild that can be timed to add incentive. In this way, a limited numberof physical, tactile buttons 21 may be leveraged—through associationwith the infinite variety of content that can be generated on the dollcompanion's display screen—to provide an infinite variety of educationand entertainment options that very young children can select by meansof the self-direction made possible through physical, tactile buttons.

Looking more closely at the tactile button 21, it is a tactile apparatusallowing the child to touch, feel and manipulate it. The tactile button21 can be designed to match the age bracket of the child and can be amanually-activated button, a grasping device, turning knob, joystick,pull handle, a rolling bar 21F (FIG. 12), switch or otherchild-engagable tactile control. The tactile buttons 21 can be tightlyintegrated with the screen display. The tactile buttons 21 may becolored or may be configured to change colors or to blink to facilitateusage by the installed applications 100. FIG. 12 shows an alternatenumber and arrangement of tactile buttons 21, with wider top and bottombuttons 21B and wider side buttons 21L, 21R.

The tactile buttons 21 are configured to allow the child to interactwith the doll companion, to execute applications (such as by anapplication-assigned button 21E, FIG. 3), or to activate the cell phone(such as with a speed dial, single-push, “call parent” button 21X). Thetactile buttons 21 can be engaged by the child in response to promptsfrom the display screen 25 or may be configured to consistently performa particular action, such as the “call parent” function of tactilebutton 21X.

The tactile buttons 21 may be separated from the display screen 25 ormay be adjacent to the display screen 25. For example, the character ofFIG. 9 may be appropriate for the three to five year age group withnumerous tactile buttons 21 allowing convenient interaction for thepre-school child. Yet the character of FIG. 11 (without tactile buttons21, but in which the display screen 25 is a touch screen) may beappropriate for children older than around five years who can easilyinteract with the touch screen. For these relatively older children, thetouch screen 25 may even provide an on-screen dial pad to allow thechild to call out to a specific number (with or without inclusion ofspeed dial button 21X, FIG. 3). The character of FIG. 10 may beappropriate for the youngest infants, who can neither interact withtactile buttons 21 nor efficiently view a display screen 25.

2. Parental Configuration Interface

Though the CEIL system is fully functional as a smart cell phonedirectly upon purchase, the parent can customize the CEIL system for theparticular child's needs and schedule—plus can download new applicationsand content—through use of any of the multiple configuration interfacesherein provided. The convenient configuration interfaces allow thefollowing: (1.) easy setup, administration and modification of thesettings, configurations and protocols of the various systems; (2.)downloading of applications that take advantage of the functions of thesystems and expand the programming and content; (3.) establishment andmodification of a daily learning, entertainment and alert schedule forthe child; (4.) customization of the integrated systems of the dollcompanion to meet the changing learning needs of the growing child; (5.)configuration with or without physical access to the doll companion; and(6.) configuration with or without Internet access.

2.1 Parent Access to Configuration Interface—FIG. 14

As shown in FIG. 14, the parent can conveniently access 299 theconfiguration interface in any of multiple ways. The parent may choosethe method of access that is most convenient for him or her.Significantly—and in contrast to prior art smart dolls which areaccessed by means of computer technology—the present invention benefitsfrom cell-phone communication. Thus, parents can interact with the dollcompanion even (a) if they do not use computers or have access to acomputer, and (b) even if the doll companion cannot be connected,through wired or wireless means, with a computer, e.g., the dollcompanion is out of Wi-Fi range.

For example, the parent who lacks facility with computers, or who lacksaccess to a computer, may access at least a portion of the configurationinterface through Short Message Service (SMS) text messaging 106 usingcoded prompts. For example, a mother on a business trip can text,“alarm=7:30 a.m.,” setting the CEIL system alarm to be sure her child isawake in time for school, in case her husband at home forgets to set thechild's alarm.

Alternatively, a parent who lacks facility with computers, or who lacksaccess to a computer may call customer service and reach a live agent104 who talks the parent through choices provided by the configurationinterface. The customer service agent assists the parent in modifyinghis child's CEIL system or in purchasing applications. For instance,this allows the parent on a camping vacation (who has no access to ahome computer or the Internet) to phone the customer service agent andto authorize purchase of new content that is relevant to the localgeographic area. The new content is pushed by the cellular provider tothe CEIL system, such as by using over-the-air technology. Over-the-airtechnology allows the remote parent to communicate with, downloadapplications to and manage the CEIL system without being connectedphysically.

Similarly, when the parent calls the customer service center, insteadof, or in combination with, the live agent, the parent may access avoice prompt or automated voice configuration 105 system and initiatedownloading of applications or cause modification of the CEIL systemwithin his child's doll companion. For example, if the child haswandered away at a theme park, the parent can call the automated system,choose the correct voice prompt, and trigger the anti-wandering alarm onthe child's CEIL system. The loud, unique sound allows the parent toquickly find the child in the crowd.

The parent at home who has facility with computers and who has access toone, and who has ready access to the physical doll companion, may chooseto use a computer-based software configuration interface installed on aparent-accessible computer. The parent connects 102 (wired orwirelessly) the CEIL system computer to a user computer having aconfiguration program installed. After using the configurationinterface, the updated settings and/or content are locally transferredto the CEIL computer through a local communication method. The localcommunication method may include Bluetooth® transmission, a homewireless network connection, a physical connection (such as byconnecting a USB cord between the CEIL computer via doll connection 77,FIG. 18, and the user computer), or other standard local networkingmethods. For example, the parent purchases the doll, installs theconfiguration interface software on the home computer, connects the dolland personalizes the child's daily schedule of learning, alert andentertainment activities.

Where the doll companion is not in close physical proximity to acomputer, configuration and application downloading may be done remotelyusing a web-based interface 103 with remote updating of theconfiguration settings and installation of the downloaded applicationsof the doll companion enabled through the cell provider's “push”functionality via the cellular network. This feature takes advantage ofthe ubiquity of cell service, so that applications may be downloaded tothe doll companion, virtually, wherever it is. Of course, if Wi-Fi isavailable, this may optionally be used to download applications to thedoll companion via the Internet. For example, using this web-based pushsystem, the parent at work logs onto (such as by user name and password)the web-based interface, purchases a new learning game application ornew video content; the application or content is pushed to the child'sCEIL system at home.

The administrative interface (FIG. 16) provides management ofapplications and connectivity to an applications store for downloadingof applications. The administrative interface may be provided through aninstalled application on a computer, a web-based service, or anapplication on the parent's cell phone.

The touchscreen 25 of the CEIL system can also provide access to theconfiguration system. For example, from the campsite, using cellularphone connectivity (such as 3G or 4G) the parent can use the touchscreen25 to purchase and download a new game to occupy the child while drivinghome from the camping trip.

Thus, the parent can use any method of accessing the configurationinterface that is most convenient at the moment, including methodsdispensing with the need to use a computer, and including the capabilityof interacting with the doll companion when it is out of wired or Wi-Firange. Through the use of one of the access methods, the parent in anyof a wide variety of situations can modify the settings of the CEILsystem, change the child's schedule and buy applications and contentthat is delivered seamlessly to the child's CEIL system.

2.2 Configuration Interface Overview—FIG. 15

The initial configuration of the CEIL system at the time of purchaseprovides smart cell phone functionality; however the initialfunctionality (cell phone and other systems) is based on preset optionsand settings. Therefore, to utilize the full functionality of the CEILsystem, a configuration interface is provided. The general configurationinterface is shown in FIG. 15, with the configuration of particularsystems shown in later figures.

The configuration interface allows the parent to select and optimizefunctionality including enabling, disabling and customizing systems. Theconfiguration interface offers selections based on age, ability andinterest of the child. Using the configuration interface the parent caninitialize, upgrade, reset or reconfigure the CEIL system, plus theparent can download and purchase applications and new content. Theconfiguration interface is available to reconfigure functions andapplications as may be needed when the needs of the child change, uponadding new applications or hardware, after a software update, after ahard reset of the system or other similar events.

As shown in FIG. 15, the parent accesses 299 the configuration interfaceusing any of the methods discussed in relation to FIG. 14.

FIG. 15 shows both an initialization Pathway A 383, used in the initialsetup of the CEIL system, and a reconfiguration Pathway B 381, used todownload new content or reconfigure one of the subsystems.

In the initial setup, pathway A, the configuration interface requestspersonal customization data, which is input 502 by the parent. Therequested customization data allow the software and applications topersonalize the communication and interaction between the doll companionand the child. Requested customization data include a request of thename of the child (for example, “Rylee”) and the names with which theparents or other adults wish to be referred (for example, “Mommy” and“Papa”). Preferably, the customization data request further personaldetails to be utilized in the functions of the CEIL system. Thesefurther customization data may include the names with which thegrandparents or other relatives wish to be referred, pictures ofrelatives, the street address and state of the child, the age of thechild, names and ages of brothers and sisters of the child, names of thechild's friends, the child's favorite food and color, the birthday ofthe child, etc.

After initial requested customization data are input 502 by the parent,the parent may be offered the choice of enabling and configuring 503 alocal Internet network or Wi-Fi, which is typical with conventionalsmart phone setup. This allows the CEIL system to take advantage of abroadband network connection, such as a home or school network, tominimize usage of the cell phone minutes or data plan. Additionally, theparent is offered the opportunity to search for and download 850applications and new content, described in association with FIG. 16.

The parent is then offered the opportunity to select 310 one or more ofthe systems to initialize, reconfigure or change. These systems includethe cellular system configuration interface 600 (FIGS. 20-21), thelearning and entertainment configuration interfaces 300 (FIG. 37) andthe monitoring configuration interfaces including cellular audio/videomonitoring 130 interface 405 (FIG. 28), GPS monitoring system 60interface 400 (FIGS. 30-31) and health/SIDS monitoring system 70interface 950 (FIG. 34).

Generally, the cellular system 30 will be enabled and configured first,as many functions require this system. However, in particular instances,a focus may be placed on one or more functions of the CEIL system thatdo not require the cellular system. For example, the CEIL system mightbe provided to a child during an extended hospital stay merely for thecomfort provided and for the education system 80 and entertainmentsystem 110, without using the cell phone connectivity. Thus the CEILsystem can be configured to provide limited functionality without thecellular system 30. If configured for temporary use without the cellularsystem 30, the cellular system 30 can be enabled later, for example,when the child leaves the hospital to go home.

2.3 Parent Download and Install Applications—FIG. 16

Though the CEIL system is preloaded with software providing somefunctions, the system is designed to allow and encourage softwaredevelopers to create applications 100 that utilize the elements andfunctionality of the system. Through the selection, downloading andinstallation of new applications, the CEIL system will continue tochallenge, educate and entertain the child.

A convenient administrative interface allowing search and downloading ofapplications is provided. This administrative interface providesconnectivity to an applications store, such as the iTunes® App Store® orthe like. The administrative interface may allow selection and downloadnot only of applications 100, but also of content such as images,videos, ringtones, audio books, media and the like. The administrativeinterface preferably provides a means to purchase applications 100 thatare offered for purchase.

The parent is able to search 505 for new applications 100. Variousfilters 851 can be applied to assist in finding a desirable application100. If the application is free 852, the application can be immediatelydownloaded 850. If the application is not free 852, payment 854 can bemade before download 850. The application can be pushed 866 to the CEILsystem or downloaded 859 to a computer that is connectable to the CEILsystem for transfer of the application.

Thus, by using the administrative interface, the parent can change theCEIL system based on the child's needs and changing schedule. Learningapplications 100 may be downloaded based on the learning progress andcurrent interest of the child. Some applications 100 may call for anenabled Wi-Fi connection (503, FIG. 15) either for full functionality orto minimize cell phone charges, such as for Skype® video conferencing.

The media download user interface may also be functional to manage thecontents on the CEIL system.

3. CEIL System Integration Overview—FIG. 17

The CEIL system not only uses the ubiquitous in-place cellular serviceinfrastructure to provide efficient cellular communication 30, it alsolayers safety and security monitoring 150, educational instruction 80,alerts 120, and entertainment 110 onto the cellular structure, and doesso in connection with novel means enabling even very young children tointeract with the system.

In the CEIL system the capabilities and functions of the cell phonesystem 30 are combined in various ways with the other systems, withvariations in the methods that the child can control the CEIL system,and with the ability of the parent to configure the CEIL system to meetthe specific needs of a child (from birth to around 8 to 10 years ofage). The versatility of the system combinations allows age-appropriateand ability-appropriate interaction between the child and the dollcompanion, while allowing a parent to monitor and communicate with thechild. Additionally, the system capabilities and functions plus thechild control of the system (child-activated input devices 45, FIG. 13)are accessible for use by independently developed applications 100, suchas may be purchased and downloaded from an applications store or market.The CEIL system can change and adapt as the child grows. For example,the CEIL system may be purchased for a newborn for the SIDS andsurveillance monitoring functions. But the CEIL system will not becomeobsolete when the danger of SIDS is diminished at the age of one year,due to the cell phone capability combined with the parent's ability tocustomize the CEIL's child schedule and the availability of the varietyof applications 100 for the toddler, preschooler and elementary child.Therefore, the child will not quickly outgrow or become tired of theCEIL system—it can be updated with new applications to challenge andengage the child as he grows and his interests change.

A single doll companion of the CEIL system encompasses the benefits ofmultiple learning toys, electronic toys, educational computer programs,entertainment devices and monitoring or alert mechanisms, while addingnew functionality. Thus the life of the parent and child is simplified,portability is increased, and the time and effort involved in charging,maintaining, locating and learning to use the many limited individualelectronic devices and toys is reduced.

The CEIL system allows even the young child to select and to executeeducational and entertainment applications. As shown in FIG. 13, throughuse of the child-activated input devices 45 (smart card system 85,tactile buttons 21, the touch screen 25) the child can convenientlyself-direct learning and entertainment.

Security is a major concern in our daily lives, especially when it comesto the safety of one's child. More than ever parents are concerned aboutwith whom they leave their child, the character of the school teacher,and the precautions others may, or may not, take in keeping the childsafe at all times. The doll companion system brings desired peace ofmind to a parent whether the child is in the next room or halfway acrossthe world. The parent on a business trip to California can effortlesslymonitor her child sleeping in New York, with only her cell phonerequired.

The monitoring systems 150 include the local audio/video monitoringsystem 90 (including 90A, 90B) the GPS system 60, cellular audio/visualmonitoring system 130 and the health/SIDS system 70. The cellularaudio/video monitoring system 130 (FIG. 27) allows a parent to receive alive audio and/or video feed from area of the doll companion via a cellphone 35. The local audio/video monitoring system 90 (FIGS. 25, 26)allows a parent to receive a live audio and/or video feed from the areaof the doll companion via a receiver 56, 57. The GPS monitoring system60 (FIG. 29) works along with a wearable paired device to providelocation-based information. The health/Sudden Infant Death Syndrome(SIDS) system 70 (FIG. 34) uses sensors to detect that the baby ismoving and breathing or to monitor health issues of the child. In oneaspect, the CEIL system employs NFC for reading the GPS safety bandand/or the SIDS/health monitor, as well as the smart card.

Another concern of parents is the education of the child. The dollcompanion system allows both parent-directed (daily event schedule, FIG.40) and self-directed learning (FIG. 13). The learning 80 andentertainment 110 systems can be changed and updated to meet theever-changing needs of the child.

The education 80 and entertainment 110 systems (FIGS. 35-37) provide anassortment of entertainment and learning opportunities for the child.The configuration interface (FIG. 37) provides a method to change,update and adjust the content according to the child's needs andabilities. The doll companion grows with the child by enabling theloading of new digital content and new applications 100 and by changingthe child's schedule (FIGS. 38-40). The app-initiating smart card system85 (FIGS. 1-7) allows the child to execute education 80 andentertainment 110 applications at will.

The alert system 120 (FIGS. 22-23) enables the parent to set alarms,notifications, helpful reminders and other alerts for the child.

Also included is a computer system 40 operable to execute the variety ofprograms and applications 100 needed to implement the functionality ofthe other systems and subsystems. The computer system 40 also enablesand operates components of the CEIL system, including input and outputdevices.

The versatility and configurability of the doll companion system allowit to efficiently meet the needs of children of different ages. Forexample, the doll companion system may include different elements andfunctions when designed for infants, preschoolers or elementarychildren, though overlap in usage of some aspects of the multiplesystems occurs between age groups.

4. Exterior Appearance Overview—FIG. 9 to FIG. 12

The doll/toy housing of the doll companion may have any of a variety ofexterior appearances designed to appeal to boys or girls of differingages. A small selection of the many possible exterior appearances of thedoll/toy housings are shown in FIG. 9 to FIG. 12. For younger ages thedoll/toy housing may lend itself toward a doll configuration, for olderages the doll/toy housing may assume a toy-like exterior. To draw andkeep the child's interest, the exterior appearance may be associatedwith a particular character, with each different character having aunique personality and background story line. The exterior appearance ofthe doll companion 10 may manifest the personality.

For the younger age groups, the doll/toy housing is preferably formed ofa soft, child-safe exterior; the exterior may be plush, may be a softsmooth synthetic material, or may be a combination of materials suitablefor a child. Other doll/toy housing exteriors may be appropriate forother ages. For example, a girl's doll companion may be pink andsparkly. Or the doll companion may be embodied in a transformingmechanized toy to appeal to boys in the older age group. Or the CEILsystem may be sold as a modular component of a kit suitable forintegrating with a “build your own” exterior, such as built with Lego®brand structural building blocks. Portions of the doll/toy housing maybe covered with clothing, with the restriction that some components needto be accessible to the child so remain uncovered by clothing.Optionally, the doll/toy housing may appear to have clothing with theexternal surface colored and/or textured to symbolize clothing.

An interior cavity is provided; it is sized and configured to receiveand hold the internal components of the CEIL system. The interior cavitymay be located in any area of the doll companion 10 of sufficient size.For example, the internal components may be held within the stomach areaof the character of FIG. 9, but within the head/body area of the secondembodiment of FIG. 10. Preferably, the interior cavity is waterresistant or waterproof for durability and protection of the electronicinternal components. Preferably, a child-proof securing device 58 (FIG.18) secures the internal components within the interior cavity of thecell-enabled doll companion.

Some peripheral components, such as input/output devices, thoughdirectly or wirelessly connected to the interior components, may belocated in the extremities (for example, vibrators 17 in antennas 99,microphone 19 in face, etc.) and/or may be at least partially exposed(for example, camera 55 in eye 91).

5. Cellular Communication System Components—FIG. 18-19

The parent (or grandparent) can view the child and talk to the childthrough the cellular communication system, responding verbally to bothvoice messages and gestures viewed through the doll companion's camera55 and heard through the microphone 19.

The cell phone system 30 is configured as an operational cellularcommunication system allowing connection to a cellular phone provider;though particular components and functions are called out as they relateto the CEIL system, the cell phone system 30 is not limited to thementioned components and functions but includes the standard componentsand functions of a smart cellular phone, as is well known in the art.The CEIL system includes standard cellular transmitting and receivinghardware, referred to as transceiver 36. The cellular system 30 may usevoice communication channels and/or data communication channels.

As shown in FIG. 18, the cell phone system 30 may utilize multiple onesof the following input/output devices: display screen 25, tactile button21, 21X, speaker(s) 18, camera 55, microphone 19, lighted elements 14and vibration mechanism 17.

In the exemplary character shown in FIG. 18, the display screen 25 is aninteractive touch screen embedded within the stomach area 93 withtactile buttons 21 disposed around the touch screen and on the dollcompanion's extremities. The tactile buttons 21 are configured asoperable input mechanisms allowing the child to touch the tactile button21 to control or interact with the CEIL system. At least one tactilebutton 21X is configured as a one-touch speed dial.

An operable camera 55 may include a single forward-looking camera (asshown disposed within one of the eyes 91, but may alternatively bedisposed in other forward-looking positions) or may optionally includetwo cameras including a forward-facing camera and a rear-facing camerafor optimum viewing of the child's surroundings. The camera 55 isfunctional to at least record still photographs and, preferably, torecord video images. As shown in FIG. 19, the camera 55 is operablyconnected to the computer system 40 (FIG. 19), which may store theimages in memory 43 or immediately transmit the images to the parent'scell phone 35.

One or multiple connectors 77 are preferably disposed in a connectioncompartment in an obscure and less important area with the shape andstructure of the doll companion dictating the location of theinconspicuous space, such as the back or bottom of the cell-enabled dollcompanion. They are preferably embedded in a manner that allows accessfor the parent, yet reduces or denies access to the child. Though insome configurations the connectors 77 may be exposed, they arepreferably hidden with a covering, child-proof securing device 58.Optionally, child-proof securing device 58 may also provide access toother internal components within the interior cavity of the cell-enableddoll companion for maintenance or repair.

Such a child-proof securing device 58 may be a plate retained by screws,a hinged door with connectors operatable by an adult, or other similarconcealing, protective closure as is known in the art. The child-proofsecuring device 58 restricts child access to the connection compartment,but allows adult access to the connectors 77, battery 41 and otherinternal components.

Preferably, the child-proof securing device 58 is integrated with theexternal surface of the doll/toy housing so as to be visually pleasing.For example, a doll companion covered with a plush fabric may have aplush fabric cover adhered by complementary hook and loop closuremechanisms to conceal a plastic plate attachable by screws that forms adoor to enclose an opening into the interior cavity.

The standard connectors 77 may include a toy-to-computer connector(allowing the parent to connect the doll companion to a computer toupdate the software, such as a USB connector) and a power connector(allowing the parent to connect a charger to charge the internal battery41). Optionally, the connectors 77 can include other standard connectorsfor connecting standard electronic equipment, for example, aHigh-Definition Multimedia Interface (HDMI) connector (for transmittingdigital data to a digital video player, personal computer, computermonitor, video projector, digital television, etc.), a connection for aremovable memory unit, a VGI connector or the like.

Preferably, the components of the integrated systems are generallymodular for ease in assembly, removal and replacement for upgrading ormaintenance. Preferably, system-to-output device connectors andsystem-to-system connectors allow easy assembly and removal of thecomponents. For example, a system-to-output device connector (not shown)may be used between the computing system 40 and the speakers 18, thusallowing quick extraction and replacement of speakers 18 or easydisconnection from the computing system 40 when required. Or, the GPSsystem may be connected to the computer system 40 by a system-to-systemconnector to allow the GPS system to be easily removed for repair. Thesemodular connectors may be proprietary or may utilize conventionallyavailable types of connectors.

5.1 Computing System, Input and Output Devices—FIG. 19

As shown in FIG. 19, the computing system 40 includes at least oneprocessor with an operating system (OS) 44 implementing the cellularsystem 30 functionality, accepting installation of processor-executableapplication instructions 100, allowing execution of processor-executableapplication instructions 100, and managing the software and hardwareresources. The OS 44 may provide (natively or through an installedapplication 100) a user interface for the child (and, optionally, aparent configuration interface). The hardware and software of thecomputing system 40 include at least one processor-readable storagemedium (memory 43); at least one set of processor-executable cellularsystem software instructions 33; at least one processor 47 adapted toexecute the application 100 instructions, the cellular system softwareinstructions 33 and the operating system instructions of OS 44; aninternal battery 41; and multiple input/output devices.

Internal battery 41 may be a conventionally available battery (or set ofbatteries), chosen based on considerations of durability, capacity,discharge time, current, economics and the like. Due to environmentalconsiderations, the internal battery 41 is preferably rechargeable,though single use batteries could be utilized. Optionally, the internalbattery 41 may be easily accessible and replaceable; this allows theparent to keep a second battery (or second set of batteries) chargingfor replacement on a scheduled basis, to assure that the CEIL system isalways functional. An optional low-battery alert system is operable todetect a low battery and to cause the computing system 40 to send analert to the parent via the cellular system 30 (such as by apre-recorded message or by text).

The charging device for the CEIL system is operatively attachable tohousehold electrical current. The charging device may be a standardtransformer-type corded charger, but preferably may be a chargingsaddle. The charging saddle is a stand or holder that receives the dollcompanion and charges the battery of the CEIL system, charging, forexample, at times of lower utilization of the doll companion, such as atnighttime. Preferably, the charging saddle uses inductive charging forconvenience (the doll companion is merely set upon the charger withoutthe need for a direct, wired contact) and for safety (the batterycontacts are completely sealed, preventing touching and exposure towetness). However, optionally, wired contact may be used between thedoll companion and the charging saddle with the transformer connected toa connector (77, FIG. 18).

The charging saddle may be placed in a location that allows the dollcompanion supported upon or within it to be positioned to allowadvantageous views from the camera—while permitting the CEIL system tocharge. For example, with a baby, the charging saddle may be a cribmount, positioned near the baby's crib, supported from the crib rail, orplaced at the far end of the crib. The doll companion is placed on thecharging saddle and supported in a manner that charges the battery whileholding the camera 55 in position to allow remote viewing of the baby inthe crib.

The cellular system software instructions 33 are configured to providethe functionality of cellular phone service, including allowing theparent to dial into the CEIL system to monitor or communicate with thechild, providing the option to allow the child to dial out to the parentor others, and other similar cell phone functions. To allow quickimplementation of the current invention, the processor-executablecellular system software instructions 33 of the CEIL system arepreferably based on a standard existing cellular phone operating system,though a custom cellular phone operating system can optionally bedeveloped and utilized. The processor(s) 47 is adapted to execute thecellular system software instructions 33. The configuration of thecellular system 30 is described in FIGS. 20-21.

Additionally, computing system 40 preferably provides an applicationprogram interface (API), a convenient interface for software developersto access and use the resources of the CEIL system. This allows newuseful applications 100 to be developed to utilize the functions of theCEIL system, and to expand education and entertainment content. Thesenewly developed applications 100 are preferably available for downloadfrom an applications store.

The display screen 25 is preferably included in the CEIL system for allage groups, although it may optionally be omitted for the youngest agesor for special implementations of the CEIL system. For very youngchildren, the display screen 25 may merely display content, while forolder children the display screen 25 may be a fully functional touchscreen. The touch screen is operative to display an image and to allowdirect interaction through physical contact with what is displayed. Thetouch screen is operative to recognize the location of the contact, withthe response generated by the software running on the CEIL system. Anyof the various types of touch screens as are known, or become known, inthe art are usable with the CEIL system. These include touch screensthat use any of the currently available touch screen technologies, suchas resistive, capacitive, surface acoustic wave, infrared, acousticpulse recognition, optical imaging, dispersive signal, multi-touch andthe like.

A microphone 19 is embedded in an area allowing reception of the soundsfrom the child and the child's environment, such as in the head 22 (FIG.18) area. The microphone 19 is operably connected to the computer system40 (FIG. 19). Microphone 19 is operable to record audio sounds andtransmit them to the computer system 40.

The two speakers 18 are preferably disposed within the doll companion,such as in the head 22. They are operably connected to the computersystem 40 and are configured to output audio data. Speakers 18 areoperable for usage by the computer system 40 in implementing installedapplications 100. A volume adjustment can be provided locally on thedoll/toy housing, within the connection compartment secured bychild-proof securing device 58 (FIG. 18), or accessible through theconfiguration interface. Optionally, a single speaker 18 can be used.

A vibration mechanism 17 is preferably disposed within each of the twoantennas 99. The vibration mechanism 17 is a mechanical vibrator thatcauses the antenna to move or vibrate to create interest. Optionally,lighted elements 14 can also be positioned within or on antennas 99 tocreate a lighted effect. Lighted elements 14 and vibration mechanisms 17are operably connected to and controlled by the computer system 40 (FIG.19). The lighted elements and the vibration of the antenna may beutilized by the cellular system 30 and/or by the applications 100 tocause the doll companion to show excitement, to draw attention, or inother creative ways. For example, the lighted elements 14 can beconfigured to light up with a red glow when Dad calls with the vibrationmechanisms 17 vibrating the antennas 99 to create excitement.

The cell phone system 30 includes an auto-answer feature and, in mostembodiments, a one button speed dial 21X (FIG. 18) feature. The CEILsystem is programmed during initial setup with the parent's phone numberor numbers, both to allow incoming phone calls from the parent and, ifenabled, to allow speed dial to a parent. When the parent dials thephone number of the CEIL system, the system recognizes the number andautomatically answers the call without ringing or notifying the child.The parent has the option of dialing a specified cue number (such as,for example *133, *888 or the like) that triggers the cell phone systemto announce the parent's call. For example, with a young child theannouncement might be “Mommy is calling”, while for an older child theannouncement may be a ringtone.

Various configuration options of the cellular communication system areprovided to the parent through the configuration interface.

5.2 Configuration of Cellular System—FIGS. 20-21

The cellular configuration interface 600 allows configuration of variousaspects of the cellular system 30, as shown in FIGS. 20-21. The cellularcarrier setup process 601 may include any of a variety of typical cellphone service initiation processes, such as setting up an account withthe cellular provider, providing payment arrangements, installing a SIMcard, activating the cellular service and the like, the details of whichmay vary among cellular carriers.

The parent user can set 602 one or more speed dial numbers, allowing thechild to touch a single speed dial button 21X (FIG. 18) to call theparent. For example, a four-year old child left in the attended gymnursery while the parent is working out at the gym can call the parentby touching the single designated button 21X to tell the parent he orshe is scared of a bully. The parent is reassured that the child canreach him or her whenever there is trouble.

Approved call-in phone numbers are input 603. The parent configuring theCEIL system will input any phone numbers that will be allowed to callinto the CEIL system. To protect the privacy of the child and family,the CEIL system will, by default, not answer any incoming phone callsexcept for calls from designated phone numbers specifically input intothe configuration interface (unless configured otherwise). If anon-designated phone number attempts to connect to the CEIL system, theCEIL system or the cellular carrier system may be configured to play arecorded message similar to a voice mail message. The recorded messagemay say, for example, “This phone does not receive calls” or “This phonenumber is not active” or the like. The designated call-in phone numbersinput into the configuration interface will preferably include one orboth parents' cell phone numbers, work numbers, home numbers and anyother phone numbers from which the parents might call. The designatedcall-in phone numbers will also include the phone numbers of any otherfamily members or friends that are permitted to call in to talk to thechild.

Each designated call-in number may be assigned 604 particularpermissions. The ability to set permissions allows parental control overthe length and frequency of incoming calls. For example, a grandparentor non-custodial parent might be limited to three phone calls a day forfive minutes each call; this allows communication to be maintained, yetis not lengthy enough to overwhelm the child or to infringe on thechild's other activities.

Another configuration process allows the parent to verify pre-set cueprompts or to alter the pre-set cue prompts 605. A cue prompt ismanually dialed by the person calling, after the call-in number isconnected to the CEIL system. The cue prompt dialed is used by theperson making the incoming call to cause or prompt the CEIL system toperform a certain action. The prompted actions may vary depending on theinstalled software and applications. For example, a cue prompt such as*777 may activate an un-mute announcement while *555 may cause thecamera to zoom out to a wider angle. Optionally, cue prompts may includepre-designated SMS text messages.

Further, the configuration interface allows the parent to create 606 anun-mute announcement. The un-mute announcement is an auditory and/orvisual message signifying to the child that the incoming caller, who isnow connected, will be talking. The un-mute announcement may be a vocalmessage (such as, “Mommy is calling”), music, ringtone or othergreeting. The visual un-mute announcement may be an image or picture ofthe caller. (For example, a picture of Dad appears on the screen 25 whenDad calls.) The un-mute announcement assists the child in realizingsomeone is going to speak, so the parent or other incoming caller doesnot startle the child. The un-mute announcement may be created 606either through the CEIL system configuration interface or created 606remotely from the CEIL system by phoning into the CEIL system anddialing a specific message-record cue prompt such as *559 to enter thecellular un-mute announcement configuration process. Thus, with thedial-in cue prompt, the parent may allow relatives and friends withdesignated call-in numbers to likewise create their own un-muteannouncements by the call-in remote system. For example, the grandmothercould call the CEIL system, dial the message-record cue prompt *559 andrecord her voice saying, “This is Grandma calling, Rylee.” Then eachtime Grandma called, the CEIL system would announce her call with therecorded voice message instead of with a ringtone.

Another configuration process that can be allowed in the configurationinterface is the assigning or corresponding 607 of particular un-muteannouncements to the designated call-in numbers. During the initialsetup, no relative or friend can yet have used the CEIL cellular systemto call in to set up a recorded message, therefore, the parent canassign pre-recorded generalized messages, ringtones or music toparticular call-in numbers. For instance, the parent may assign atraditional French nursery rhyme to the call-in number of a Frenchgrandparent. If the message-record call-in remote system is not used tochange this assigned un-mute announcement, it may continue to be used.

Also, in FIG. 20, the CEIL system provides the ability to configure thecall-out option 608. The call-out function allows the child to phone outto a designated call-out number. The call-out function 608 can bemodified to adjust to the age of the child. Although an infant is notcapable of using this functionality, a four-year-old child left with ababysitter can easily use a single button that is set to speed dial hismother in case of emergency. An eight-year old child needs a differentconfiguration of the call-out function 608; thus the parent can use thecall-out function 608 configuration interface to allow theeight-year-old child to call any of multiple relatives, friends andclassmates using speed dial buttons or an on-screen dial pad. The CEILsystem allows the parent to enable, disable, restrict and configure thecall-out function.

FIG. 21 illustrates a continuation of the exemplary cellularconfiguration processes, emphasizing configuration steps that arefocused on an older child. Particularly as the child grows older or whenthe CEIL system is purchased for an older child, several different,extended configurations may be needed.

The parent can define multiple relationship categories 610 reflectingthe different relationships that different contacts have with the child.Each of the defined multiple relationship categories 610 may havedefined restrictions and allowances set. For example, the parent maydefine a classmate category, a teacher category, a close familycategory, an extended family category and a parent category. Then theparent can set the parameters for each relationship category. Forexample, the parent may allow classmates to call into the CEIL systemand the child to call out to the classmate from 3:00 p.m. until 8:00p.m. each evening. Thus, the classmate relationship category will beassigned this restriction. But the parent category would be assigned norestrictions, allowing incoming and outgoing communication twenty-fourhours every day.

Though using the relationship categories to facilitate setting grouprestrictions 611, the call-in phone numbers will preferably still beentered by the parent. This limits unknown callers and provides safetyfor the child. However, optionally, for older children, this limitationmay be removed. For example, removing the requirement for the call-innumbers to be pre-entered into the configuration interface before usingmay be advantageous to allow more classmates and friends to contact thechild. Optionally, the CEIL system can add any outbound number that isdialed using the on-screen dial pad manually by the child to thedesignated call-in number list.

Another configuration option is to enable, restrict or disable texting612. With older children, the parent may decide to allow texting, butrestrictions and allowances can be placed based on the relationshipcategories 610. Similarly, the length of calls allowed for each of therelationship categories 610 can be limited 613.

The option to enable and disable the auto-answer function 614 can beprovided to parents, as this feature may not be needed or desired byolder children.

The ability to enable, restrict and disable Internet access 615 via thecellular system 30 may be provided. This may be desired to allow thechild in elementary school to perform research for papers and otherclass work. However, parental control of the amount of time of usage andof content 616 may be provided, allowing the parent to block sites orsets of sites. Similarly, the parent may be given the option to enable,restrict and disable 617 the camera feature, with the option tocorrespond each relationship category 610 or each call-in number to aparticular permission.

6. Alert System 120 Components—FIG. 22

The alert system 120 (FIG. 22) includes the display screen 25 andspeaker(s) 18, which, in combination with the cellular system 30 andcomputer system 40 (FIG. 19) enable the parent to set notifications,reminders, alarms and an anti-wandering alarm signal. The parent can setand/or configure these alerts through the alert configuration interface900 of FIG. 23 and the child's schedule configuration interface of FIGS.38-40. The alerts may be audible alerts produced by one or more speakers18 or may be visual alerts displayed on display screen 25. Optionally,an older child may use the touch screen-type display screen 25 to accessthe configuration interface 900, for example, to set a wake-up alarm.

The parent may wish to give the child programmed reminders concerningtasks, chores or events. The alerts can be musical recordings, digitalsounds, alarms, vocal recordings or the like. For example, the parentmay record a vocal recording to remind the child to feed a pet, to giveinstructions about a chore, to prompt the child to finish homeworkbefore playing or to remind the child to prepare for a special event atschool. Or, the parent can set soft music to play to gently wake a childfor preschool.

The anti-wandering alarm signal can be used by the parent to locate achild who has wandered off. The anti-wandering alarm signal is a loudsound produced by the speaker(s) 18 of the CEIL system and instigated bythe parent. For example, there may be difficulty at a busy theme park inlocating a child who has merely moved around a corner. Parents can usetheir mobile device to call or text the child's CEIL system. Whencalling, the parent can then press a specific cue number designated toactivate the anti-wandering alarm function on the child's CEIL system.When texting, a specific text message can be designated as functional,such as texting “alarm.” (The child may be holding the cell-enabled dollcompanion, carrying the doll companion in a backpack or the like.) Theloud, distinctive, audible signal allows the parent to instantly locatea child in a crowd. The anti-wandering alarm signal functionality can bemade available in the initial setup or as a downloaded application. Aunique anti-wandering alarm may be chosen from among numerous providedsounds.

6.1 Configuration of Alert System—FIG. 23

Turning to the alert configuration interface 900 of the alert system 120shown in FIG. 23, the parent user accesses the alert configurationinterface 900 by any of the parent-access methods described in relationto FIG. 14.

The parent chooses the alert 901 to configure; it may be any one of thevarious alarm/alert types (notification, reminder, alarm andanti-wandering alarm). The alert or alarm signal can be configured witha unique, chosen sound clip. The parent then chooses the method ofacquisition 902. The methods of acquisition include retrieving a storedsound/video clip, downloading a new sound/video clip, or recording analert sound/video clip. The parent then determines when and how often(752, 754, FIG. 38) the alert should be played to the child and addsthis autoplay 317 “alert event” to the child's daily schedule 745 (FIG.40). At most or all times during the configuration process, the parentis offered the option to view or print 397 the child's schedule 745 toassist the parent in determining the layout and time slots.

The parent chooses whether to configure another 404 alert. If no otheralert is to be configured, the parent is preferably offered the option397 to display and/or print the child's daily schedule with the eventslisted. The parent can display and/or print 398 the child's schedule toverify the number and frequency of any alert events, educational eventsand entertainment events. When finished with configuration changes theCEIL system is updated and the parent exits 399 the configurationinterface.

7. Audio/Visual Monitoring Systems 90A, 90B, 130 Components—FIG. 24

As seen in FIG. 24, the audio/visual monitoring systems of the CEILsystem use the microphone 19 and camera 55 as input devices and use thespeaker(s) 18 as an output device. Optionally, display screen 25 can beused as an output device. The microphone 19 (shown in head area 22) andcamera 55 (shown in stomach area 93) are disposed in a location thatallows them to obtain audio and visual data of the area around the CEILsystem. The speaker(s) 18 output the parent's voice; optionally, thescreen 25 may output a still or video image of the parent.

The audio/visual monitoring systems 90A, 90B and 130 of the CEIL systeminclude three types of receivers 56, 57, 35 used in the transmissionmodes, illustrated in FIG. 25, FIG. 26 and FIG. 27, respectively, forproviding real-time surveillance of the child's environment.Additionally, the data can be stored for later review. These operatingmodes include a local audio monitoring mode (FIG. 25), a localaudio/visual monitoring mode (FIG. 26) and a cellular monitoring mode(FIG. 27). These transmission modes can be enabled and configured by theparent by accessing the configuration interface (FIG. 28).

The local systems 90A, 90B use a separate local audio receiver 57 orlocal audio/visual receiver 56, respectively, allowing the parent to usethe CEIL system locally, such as within a home, for continuousmonitoring without incurring any additional cost that may be associatedwith use of the cellular system 30. The local audio receiver 57 andlocal audio/visual receiver 56 may be free-standing receivers similar toconventionally available baby monitor receivers. The transmission of thedata to the local receivers 56, 57 may be by radio transmission, by useof a home wireless network or other wireless transmission methods as areknown, or become known, in the art. For example, the transmission may besimilar to the transmission to a standard baby monitor.

The microphone 19 is operable to capture sounds from the child and thechild's environment. The computer system 40 receives the sound data fromthe microphone 19. The sound data are used to allow the parent to hearthe child and the child's environment. The audio data can be stored inthe memory of the CEIL system for later review. Additionally, the sounddata are available for real-time transmission to the parent.

The sound data may be wirelessly transmitted to the local audio monitorreceiver 57, as shown in the local audio monitoring mode of FIG. 25.Optionally, the sound data can be transmitted through the cellularsystem 30 to the phone 35 of the parent as shown in the cellularmonitoring mode 130 of FIG. 27.

In the local audio monitor mode 90A of FIG. 25, the audio data from themicrophone 19 are wirelessly transmitted to the computing system 40which transmits the data through a transmitter in the doll companion tothe audio receiver 57.

In an exemplary use, the parent places a doll companion in an infant'scrib. The doll companion may optionally be supported in a chargingsaddle.

The parent can place the audio receiver 57 in a different room of thehouse, yet hear the child's environment through the audio monitorwithout use of the cellular network.

The camera 55 allows remote video surveillance of the child and thechild's environment. The combination of the data from the microphone 19and from the camera 55 (or the data from either alone) can be suppliedto the parent in real-time and/or recorded for later review. The camera55 is preferably a color camera of the type that is widely available invideo baby monitors and web cameras. Optionally, the camera 55 may panand/or zoom (which can be controlled by the parent remotely by cueprompts input through the parent's cell phone). Optionally, multiplecameras 55 can be disposed in multiple areas of the doll/toy housing.Including multiple cameras 55 provides a greater likelihood that atleast one camera 55 would be aimed in a direction of interest for videosurveillance by the parent.

Real-time audio/video surveillance is provided by the audio/visualmonitoring system 90A, 90B, 130 of FIGS. 25-27. The audio/visualmonitoring system 90 may be enabled, disabled and configured for use inthe audio/visual configuration interface (FIG. 28). When enabled, theCEIL system transmitter will transmit both the audio and video data tothe local video/audio receiver 56 having both a video display andspeaker. The parent places the local video/audio receiver 56 in any roomwithin range of the transmitter and can continuously view and hear thechild in real-time without use of the cell phone system 30. Preferablyfor infants, the doll companion is placed in the charging saddle,allowing the system to charge while the camera 55 is held in the properposition to view the child.

Additionally, the audio and/or video data are available to the parentthrough the cellular monitoring mode 130 (FIG. 27). The remote parentcan observe the child in substantially real time through the cellularconnection, watching the child on the display screen of his or herphone. Using this cellular monitoring mode 130, if a parent at hisoffice computer sees that his child at home is about to pull a pot ofboiling water off the stove, he can immediately give a real-time voicewarning.

To initiate this video monitoring, the parent calls the dedicated CEILphone number and is immediately connected to the video and audio feed,without any indication from the CEIL system to the child or to others inthe child's environment that video and audio surveillance is occurring.The parent retains the ability to announce him or herself. The CEILsystem preferably will hold the parent on mute for convenience in remotesurveillance until the parent dials a specified cue number. Depending onthe cue number dialed or on the initial setup (FIG. 20), the CEIL systemmay then announce the parent is calling or may merely un-mute the parentso the parent is heard by the child and those in the child's vicinity.

In addition to viewing the child via the cellular system and localsystem, applications can be offered to allow the parent to view thechild on a tablet, laptop or desktop computer, through use of any of avariety of cellular and Internet connectivity options.

Optionally, the recorded video and audio data may be stored for lateraccess and review. The integrated, onboard memory 43, FIG. 19 (utilizedby the processor 47) can be configured (via audio/video configurationinterface, FIG. 28) to store the recorded video and audio data. At alater time, such as at the end of the day, the parent can download thestored video and audio data onto his or her computer through thetoy-to-computer connector 77 (FIG. 18), such as a USB connector.

Alternatively, a removable memory card for storage of the recorded videoand audio data can be included in the system. The memory card interface97 (FIG. 18) is configured to accept an add-on memory storage unit, suchas an SD card, micro SD card, flash memory or other types of removablememory. Though the onboard memory can be used to store recordedaudio/visual data, the removable memory provides advantages, such aseasy removal of memory storage units, convenient storage of removedmemory storage units, reduction in memory demands on the onboard memory(if the installed onboard memory 43, FIG. 19, becomes too full, theprocessor 47 will not be able to operate efficiently), and unlimitedspace as memory storage units may be installed and removed indefinitely.For example, a four GB SD memory card can store approximately eighthours of real-time audio/video recording. So the blank SD card could beinstalled by the parent in the morning before leaving the child with ababysitter during the day, and then retrieved after work with the day'saudio and video recording stored thereon.

Thus, through the use of the audio/visual monitoring system integratedwith the cellular communication, if the child becomes separated from theparent, the parent can see that there is a picnic table beside the childand, then, can say to the child, “See the red picnic table in front ofyou? Sit there and wait. I will come right away.”

7.1 Configuration of Audio/Visual System—FIG. 28

FIG. 28 illustrates the exemplary steps in the configuration ofprocesses and settings of the audio/video systems, particularly thecellular audio/video system 130. The audio/video system not onlyprovides real-time monitoring via the cellular system 30, but,optionally, can store recordings. The audio/video configurationinterface 405 of FIG. 28 allows configuration of the storage andrecording of the audio and visual data.

The parent can enable or disable the audio/video system and/or set up orpre-configure start times and dates 801 (such as setting theaudio/visual system to record during times a babysitter is employed).These start times and dates can be input into the child's schedule (FIG.40). The CEIL system may allow the parent to verify or input cue promptsto play the un-mute announcement 802.

The audio and visual data are received by the computing system 40 (FIG.17) from microphone 19 and camera 55. The audio/video configurationinterface offers the option to store 803 the data. If the parent choosesto store 803 the data, the option of memory type 804 is offered. If theparent chooses the integral, onboard memory 805, the CEIL systempreferably checks the free memory space 806 and alerts 811 the parent ofthe approximate hours of recorded data that can be stored on theavailable space. If the parent chooses the removable memory 807, theCEIL system preferably alerts the parent to add a memory card 808, if ablank one is not currently installed. If the installed memory card 808is not blank, the CEIL system preferably checks the free memory spaceand notifies the parent. An option to display and/or print 397 thechild's schedule 745 (FIG. 40) is offered. Displaying 398 the schedulemay assist the parent in selecting correct times.

8. GPS/Location System 60 Components—FIG. 29

The CEIL system is designed for use with an optional or add-onGPS/location system 60 using the Global Positioning System(satellite-based global navigation system) that allows accurate locationtracking Additionally, the GPS/location system may pair cell tower andWi-Fi data in tandem with the GPS data to pinpoint the location moreefficiently. The doll companion is configured with an operational GPSsystem, including a GPS receiver configured to determine thegeographical location of the doll companion 10 based on receivedsatellite signals or configured to receive signals that are transmittedto the computer system 40 to determine the geographical location.

A safety band 66 (FIG. 29) that is wirelessly connected to the computersystem 40 is worn by the child, such as on the arm or leg. The dollcompanion is configured to alert the parent or other authority, if thesafety band 66 is separated from the doll companion or removed from thechild. The safety band 66 is preferably tamper resistant, such as with akeyed lock 68, preventing the removal of the band 66 without generatingan alert. Thus, the function of the band 66 is to trigger an alert if itis separated from the CEIL doll companion or forcibly removed. For thispurpose, the band 66 does not require GPS tracking capability nor cellphone capability, but is configured with a portion of a wireless banddisconnect system, with the doll companion configured with acorresponding, complementary portion of the wireless band disconnectsystem. The wireless band disconnect system can use any short-rangewireless connectivity, such as Bluetooth®, RFID, Near FieldCommunication (NFC) or the like. Each of these wireless communicationsystems is sufficient to accomplish the purpose of pairing the safetyband with the CEIL system. Preferably, RFID technology or NFC is used toeliminate the need to charge the safety band. An advantage of NFC isthat it may be used for the wireless band disconnect system, as well asfor the smart card system of FIG. 36.

8.1 Configuration of GPS System—FIGS. 30-31

The GPS system 60 includes two configuration protocols, a perimeter typeand a location tracking type, which may be used independently or incombination. Both protocol types include a notification system to alertthe parent. Both types include the safety band 66 and the GPS receiver65 within the doll companion itself.

In the perimeter GPS protocol (FIG. 30) the parent can set boundaries ora perimeter around an allowed area. The perimeter may be set by enteringa locus (a center point designating the purported location of the child,such as a home address, a preschool address, or the like) and then byentering a permitted distance from the specified locus. For example, theparent may expect the nanny may, at times, take the child to the nearbyneighborhood park, so may set the permitted distance as one mile fromthe locus (the house address). As shown in FIG. 14, the perimeter may beset by accessing a configuration interface provided by installedsoftware on a computer connected to the doll 102, by accessing aconfiguration interface website 130, by phoning a customer service 104,105, by inputting the perimeter directly into the doll companion touchscreen 25, or by SMS 106. If using SMS 106 the doll companion, aconfiguration protocol allowing the parent to text the parameters can beprovided. For example, the parent can text “Locus=1234 Oak St., Miami,Fla.” to establish the locus; then the parent can text “Distance=1 mile”to establish the permitted perimeter, the distance from the locus.

If the doll companion is taken beyond the set perimeter or if the band66 is separated from the CEIL system, an alert will be sent via thecellular system 30 to notify the parent. Upon receiving the alert, theparent can immediately use the audio-visual system to begin full audioand visual surveillance of the area.

As shown in FIG. 30, the parent first selects a locus and then apermitted distance to establish a perimeter range 401. Optionally,instead of a locus and permitted distance, the parent can outline anallowed area on a map of the area of interest. This can be done visuallyif accessing the configuration interface through computer software, awebsite or the touch screen 25. Or outlining an allowed area may be doneorally through use of the customer service center; this option isadvantageous when on a trip as only the parent's cell phone is required.

The parent then configures the alert 402, with at least one notificationsent by the cellular system 30. The type of alerts sent can beconfigured, such as enabling a text message, voice call, alert ringtoneor a combination. The number and type of alerts sent can also beconfigured, such as configuring the alerts to be sent to both parents.For example, if the parents are traveling with the child who is leftwith a babysitter at a hotel, the GPS system can be configured to notifyboth parents by both text messages and/or voice alarms if the child isseparated from the doll companion or if the doll companion is more thanfifty feet from the hotel room. The band 66 is then placed on the child403.

In the location tracking GPS system (FIG. 31) the parent configures thestorage and transmission 410 of the GPS location data. For example, theparent may configure the GPS system to record location data every fiveminutes and transmit it as a text message every hour from the CEILsystem using cellular connectivity to the parent's cell phone. Or theparent can configure the GPS system to record location data each minuteand transmit it to a web-based (optionally, fee-based) service thatallows the parent to securely access the web-based service website toview the recorded location data.

The type and recipient of the alerts are configured 411. The band 66 isplaced on the child 412. If the band 66 is removed from the child or ifthe doll companion is removed a pre-determined distance from band 66, analert is sent according to the configuration settings.

Though an alert is sent if the doll companion 10 is thrown down and thechild (with band 66) removed from it, there will be no GPS trackingidentifying the child's whereabouts once separated from the dollcompanion 10. However, the audio/visual monitoring system may beimmediately employed by the remote parent to hear and view the areaaround the doll companion. Though rapidity of response is essential whenthe child is separated from the doll companion 10, the immediate viewingof the area provides immediate information for the parent and others,such as law enforcement members.

Optionally, the GPS system 60 and the health/SIDS system 70 may bothmake use of the band 66. For example, a health sensor 71 that determinesmovement or temperature may be incorporated into the band 66.

9. Health/SIDS Monitor System 70—FIGS. 32-33

As shown in FIGS. 32-33, the health/SIDS monitoring system 70 includes ahealth sensor 71 connected wirelessly to a health/SIDS receiver 73 thatis operably attached to the computer system 40. The health/SIDSmonitoring system 70 uses the cellular system 40 to send alerts or totransfer health data to the appropriate health manager. The health/SIDSmonitoring system 70 also preferably utilizes the data from microphone19 and camera 55 to allow the parent to monitor the child. Vibrator(s)17, display screen 25 and speakers 18 may also optionally be used tostimulate or alert the child.

The health monitoring system 70 is available any time of the day ornight to sense the condition of the child, to detect if the subject'scondition falls outside a normal range, and to activate an audio alertsignal and/or cell phone emergency call to elicit help. Optionally,health-related data can be stored, allowing a medical professional toview the health history of the child.

The health monitoring system 70 is used to monitor a child forhealth-related issues (such as to detect sleep apnea or SIDS episodes,to measure vital signs, and/or for other medical reasons) and to alertthe parent or a medical professional through the cellular system 30 toany health issues detected. As shown in FIGS. 32-33, the healthmonitoring system 70 includes a health sensor 71 configured to obtainsensor data. The health sensor 71 may be directly connected to thecomputer system 40, but is preferably wirelessly connected. Preferably,a standard radio frequency wireless technology is used, such asBluetooth®, but optionally, an infrared transmission technology can beused. For redundancy, primary transmission may be by radio frequencywith a backup infrared transmission, thus assuring transmission in casesof radio frequency interference.

When wirelessly connected, the sensor 71 is configured with asensor-data transmitter operative to transmit sensor data to thesensor-data receptor 73, which provides the sensor data to the computingsystem 40. The computing system 40 is configured (using health/SIDSconfiguration interface 950 of FIG. 34) to receive the data and actappropriately upon the data.

The health sensor 71 monitors one or more aspects that relate to thechild's health and wellness. For example, sensor 71 may detect sound,movement, weight, CO₂, temperature, respiratory rate, heart rate, bodyaccelerations or the like.

The need may be based on a pre-existing condition or may be a preventivemeasure. The health sensor may be incorporated into or may be detachedfrom the doll companion. Any of a variety of sensors currently availableto detect or monitor various parameters associated with child health canbe utilized with the CEIL system. Optionally, a combination of multiplesensors may be used for specific health issues.

For example, the health sensor 71 may take the form of any of a numberof health monitoring sensors, such as (1.) an under-the-mattress sensorpad to detect movement of a sleeping infant; (2.) a sensor that clips toa diaper to assure the baby is moving; (3.) a CO₂ sensor tonon-invasively monitor the exhaled air from an infant; (4.) an adhesivepatch configured to monitor heart rate; (5.) a temperature sensor tomonitor the child's temperature while sleeping; etc. Optionally,vibration mechanisms (shown as 17A, 17B) may be included to wake thechild in case a SIDS episode is detected. One or multiple vibrationmechanisms can be employed. For example, a part of the body of the dollcompanion 10 can vibrate. Optionally, the vibration mechanism 17B may beincorporated into the under-the-mattress sensor pad to perform a dualpurpose.

9.1 Configuration of Health/SIDS System 70—FIG. 34

To set up the health/SIDS system 70, the parent user accesses 299 (FIG.14) the configuration interface by any of the parent-access methodsdescribed in relation to FIG. 14. Turning to FIG. 34, the option ispresented to initialize the system or add a new sensor 951. Theparameters 952 identifying the normal range for the sensor are enteredor parameters associated with the installed sensor 71 may merely beconfirmed.

The parent can configure the type of alert 953. These configurationsettings include who will receive the alert and how the alert will besent (phone message or SMS message) if the sensor 71 detects conditionsoutside the normal parameter range. For example, the parent alone mayreceive the alert or the parent and an emergency monitoring service,etc. The parent can select to receive health status updates and thefrequency of such updates. For example, when a child has a fever, theparent may wish to have the child's temperature sent by text message tothe parent's phone 35 every ten minutes.

The parent can also enable and/or configure the recordation 954 ofsensor 71 data and the manner and frequency of transmission. At times ofa special medical need, a record of such data may be beneficiallytransmitted by using the cellular system 30 to transmit the data to adoctor's office. Or the data can be stored and transmitted to the parentat recurring times. When finished with the health/SIDS configuration,the CEIL system is updated, whether the configuration interface wasreached through the direct connection 102 (FIG. 14), the cellularprovider push system 103, the live agent customer service 104, the voiceprompt customer service 105, the SMS 106 update or the touch screen 25.The parent exits 399 the configuration interface.

10. Education System 80—FIGS. 35-36

An advantage of the CEIL system is the functionality and expandabilityprovided by the education system 80. The CEIL system provides a platformallowing software developers to utilize the integrated systems to createscalable, expandable applications 100, particularly applicationsenhancing and encouraging learning by the child. The learning activitiescan be executed by the parent or by the child.

Parent-planned execution of a parent-selected application 100 occurswhen the parent places an educational event on the child's dailyschedule; the event may be repeated daily or multiple times within aday, as discussed in relation to FIG. 40. The parent user's ability toplace an educational (or entertainment or other event) upon the child'sdaily schedule to be executed at the specified time allowspersonalization of the educational activities to meet the child'schanging needs.

The child user can self-direct learning by using one of the childactivation devices—the smart card system 85, the tactile button(s) 21and/or a touch screen-type display screen 25, as shown in FIG. 13. Byholding the smart card 86 to the card reader, by touching a designatedportion of the screen 25, or by touching a tactile button 21, the childexecutes the child-selected application 100.

As shown in FIGS. 35-36, the education system 80 may use any of theinput and output devices of the CEIL system and may incorporate othersubsystems, particularly the app-initiating smart card system 85 withsmart cards 86 and card reader 15.

The input devices include the camera 55 and microphone 19. The outputdevices include lighted elements 14, vibrator 17, speaker(s) 18,touch-type screen 25 and tactile buttons 21. Systems used include thesmart card system 85 (smart cards 86 and card reader 15) and softwareapplications 100 developed for the CEIL system. For instance, toreinforce the child's correct response one application may activate thevibration device 17 (FIG. 35) for each correct response, while a secondapplication may activate lighted elements 14, and a third applicationmay play music through speakers 18 plus activate the vibration device17, flicker the lighted elements 14 and display an animation on thedisplay screen 25.

Some exemplary educational functions and applications that can employthe functionality provided by the CEIL system include the following:development of early hearing and word associational skills; introductionof alphabet sounds, names and examples; educational audio books andmovies in selected languages; word pronunciation; introduction to thesounds, intonation and accents of any of a variety of foreign languages;name recognition; teaching of reading through audio instructors;parents' voice commands to maintain voice recognition for the childthroughout the day; introduction to various musical styles from Bach tothe Beatles customized for the appropriate age groups; foreign languageconversion and repeating (described below); advancement of teachingbased on the learning progress of the child; and the like.

One exemplary educational function is the learning of languages. As theglobalization of the world continues, the learning of multiple languagesincreases in importance. The CEIL system is designed to allow earlyintroduction of one or more foreign languages, permitting the child tolearn to speak from a native speaker in multiple foreign languages, evenlanguages not spoken in the home. The applications for language learningcan be purchased through the applications store or one or more languagelearning applications can be pre-installed at the time of purchase.

In one application, for example, the foreign language conversion andrepeating application allows the child to speak words in one language,with the doll companion repeating the child's spoken words back to thechild in a designated foreign language. In overview, the microphone 19receives the child's spoken words and converts this sound to sound datathat are transmitted to the computing system 40. The computing system 40is configured to interpret the child's words, translate the interpretedwords into the designated foreign language, and send the translationdata to the speakers, which then generate an audible reproduction of thetranslation data. Thus the child's words are repeated to the child, butin the foreign language. The translation data are preferably previouslyrecorded, stored words and phrases spoken by a native speaker. However,if the appropriate word or phrase is not available in the pre-recordeddatabase of the particular foreign language, computer-generatedtranslation data may be substituted.

Optionally, during setup of the application, multiple languages can bechosen for repeating back to the child. For example, during setup, theparent has chosen for the CEIL system to repeat the child's words inSpanish, and then Chinese. The child says, “Water” in English, and thenthe doll companion speaks back to the child, “El agua. Shu{hacek over(l)}.” Or the CEIL system can be configured to repeat the word inEnglish and in the other language(s). In this case, the doll companionwould speak, “Water. El agua. Shu{hacek over (l)}.”

A higher level expansion of this foreign language conversion andrepeating application is the foreign language conversation function.This function operates in a similar manner, but instead of translatingthe child's words and then repeating them back to the child in a foreignlanguage or languages, the CEIL system is programmed to respond to thechild with appropriate responses in the foreign language.

10.1 Configuration of Education and Entertainment Systems—FIG. 37

The education system 80 is configured (either the initial setup or laterreconfiguration) by accessing 299 (by any of the parent-access methodsdescribed in relation to FIG. 14) the education and entertainmentconfiguration interface 300 (FIG. 37). During the configuration process,the parent will be able to customize events based on the child's needsand changing schedule by placing timed events onto the child's schedule745 (FIG. 40). These events specify when the CEIL system is to executeapplications, such as applications that are designed to assist in therapid development of the child's mind, in putting the child to sleep, inteaching him or her various languages, in monitoring specific healthconditions, in entertaining the child, etc.

Shown in FIG. 37, the parent searches 310 for an activity provided by anapplication 100 to educate or entertain the child. The parent thenselects 311 the activity to be configured. To assist the parent inselecting the activity, the configuration interface may display menus ofcategories (such as selections of foreign language, science, math,reading readiness, alphabet learning, music, etc.). The menus may alsoallow selection by age.

After the parent selects 311 the activity, the method of acquisition 312is selected. The application providing the activity may already beinstalled in the CEIL system. The application may be acquired by variousmeans, including the following: (1.) pre-installed at purchase; (2.)available for download (and potentially purchase) from an administrativeinterface or application store (FIG. 16); (3.) installed from a memorystorage device, such as a CD ROM or SD card; (4.) purchased at aretailer with subsequent download; (5.) purchased through the customerservice 104, 105 (FIG. 14).

The method of delivery 315 of the activity to the child is thenselected. One method is to give 318 the child the pre-assigned smartcard 86. A second method is to correspond 319 a generic smart card 86 toa downloaded application, which is then given 318 to the child; forexample, the smart card numbered 12e25g98 may be assigned to theparticular activity.

The third method is to assign the activity to automatically play(“autoplay”) 317 at a particular time and frequency. For example, theparent may choose a “repeat in Spanish” activity. This activityactivates the doll companion 10 to use voice recognition software todetermine the words the child has spoken, uses translation software totranslate the child's words to Spanish, and then plays the translatedSpanish words to the child through speakers 18 (the translation playedcan be of a recording of a native speaker, when available, or acomputer-generated voice otherwise). The parent may configure thisactivity to autoplay 317 from 9 a.m. to 5 p.m. every day except Sunday.Or, for a second example, the parent may choose to have one of theselection of animal videos played a single time at 10 a.m. Mondaythrough Friday. Configuring autoplay 317 adds the particular educational“event” to the child's daily schedule 745 discussed in FIG. 40.

When the parent is finished configuring the activities or at othertimes, as desired, the parent has the opportunity to display and/orprint 397 (not shown in FIG. 37, but as shown in FIG. 23) the child'sschedule. When finished, the parent exits 399 the configurationinterface.

11. Entertainment System 110—FIGS. 35-36

CEIL system also excels in providing entertainment for the child.Although some entertainment applications may be initially included inthe CEIL system, larger numbers of entertainment applications, includinggames, will be provided for download from an application store. Theentertainment applications can take advantage of the systems andfunctionality provided by the CEIL system. The entertainment system 110generally uses the same components as the education system 80. Theeducation and entertainment configuration interface 300 described abovein FIG. 37 is used to place educational events onto the child's schedule745 of FIG. 40.

For the young child, the doll companion can make cute sounds throughoutthe day or play music or videos pre-selected by the parent. Using theapp-initiating smart card system, the child can choose a smart card 86,wave it near the reader 15, and initiate the playing of thecorresponding music, video, game or movie on the CEIL system.

Games can be played using the touch screen-type display screen 25 and/orusing the tactile buttons 21.

For example, to increase hand-eye coordination, a preschool child mayplay a “color touch” game using the doll companion 10 with a touchscreen 25. The screen lights up with a red color and the system mayspeak the word “red.” The child then touches a red button (such asbutton 21E). The screen may then play a short animation of a red apple.The screen then lights up yellow and the system says “yellow.” When thechild touches a yellow button (for instance 21R), the screen may play ashort animation of a yellow flower blowing in the wind, and so on and soforth. An “inverse color touch” game can be played in which the childpushes a red button 21E and the screen illuminates solid red and thenplays a short animation of a red jacket dancing. Then the child pushes agreen button 21C, the screen illuminates green, then plays a shortanimation of a green ball on green grass. A “hand-eye-coordination colortouch” game allows the child to respond to onscreen and/or vocal promptsdesignating colors to be touched. Buttons 21 may be colored or maychange colors. The child can attempt to gain speed in responding to theprompts, increasing hand/eye coordination. As the child becomes faster,a competition mode can allow the child to compete against himself basedon time or score or can allow the child to compete against another childa second doll companion.

Two doll companions can use the cellular system 30 to communicate toeach other, either by voice only or by voice and audio video chat. Thiscan be done using the cellular system 30 by directly calling from thefirst doll companion to the second doll companion or by using anapplication 100 that provides both audio and video (such as Skype® videochat or a CEIL video chat). To use the cellular system 30 for a directphone call, for example, two classmates each have a doll companion; thecellular configuration interface is configured to allow dialing out andthe phone number of each doll companion is input into the other dollcompanion as a “designated phone number.” Each classmate can then dialthe phone number of the other classmate and communicate by voice, or, ifenabled, by voice and video. If the doll companion is set up with a dataplan or WIFI, a video chat program can be used to call without usingcell phone minutes.

Both the education system 80 (components shown in FIG. 35) and theentertainment system 110 provide interesting activities and content forthe child with significant overlap between the systems.

12. Child's Daily Schedule Configuration—FIGS. 38-40

Though the CEIL system provides many features without setting up a dailyschedule 745, FIG. 40, the creation and implementation of a planneddaily schedule by the parent user allows the child to receive customizededucational activities with a frequency that encourages learning anddiscourages boredom, while allowing updating of the daily schedule toadapt to the changing interests and age of the child. The parent cancreate and change the child's daily schedule by accessing (FIG. 14) theconfiguration interface.

As shown in FIG. 38, the parent chooses 750 the event to be placed onthe child's daily schedule. For example, the parent may choose an earlyalphabet learning program L1, a “time to get ready for preschool” alertA1, a “time for Mommy to pick you up from preschool” alert A2, and a“time to get ready for bed” alert A3. The parent then selects 752 thetime (or times) and selects 754 the dates (or days of the week) that theevent will be played. For example, the child may have preschool onMonday, Wednesday and Friday, so on those days the A1 alert may be setfor 8:00 a.m. with the A2 alert set for noon and with the A3 alert setfor 7:00 p.m.

Preferably, at least when using some access modes to the configurationinterface, the option to view 397 (or print) the daily schedule isavailable to the parent at all times during the scheduling of events, sothe parent can verify the number, frequency, repetitions and types ofscheduled events. For example, when accessing the configurationinterface through a computer connected (wired or wirelessly) to the dollcompanion 102 (FIG. 14), a networked or local printer can be used toprint the child's schedule. If a computer is used to access theconfiguration interface website 103, the view option will be available,and if a local or networked printer is available the schedule can beprinted. However, if the configuration is performed by an audio call toa customer service center, printing will not be available, though aschedule can be pushed by over-the-air technology from the customerservice center to the parent's phone. If accessing the configurationinterface through the touch screen 25, the schedule can be viewed on thescreen 25.

Though default priorities (FIG. 39) are provided, preferably an optionto set 756 an event priority is also offered to the parent. Setting theevent priority allows the CEIL system to prioritize one event overanother based on the parent's preference. For example, at 8:00 a.m., achild may be using the smart card system 85 to play animal sounds andanimations, but this conflicts with an alert A1 previously set for 8:00a.m. by the parent. If the A1 alert has a higher priority than thechild-selected application, the A1 alert will temporarily interrupt thechild-selected application. The child activation systems that the childuser of the CEIL system may use to select the child-selected applicationinclude the smart card system 85, the touch screen-type display screen25 or the tactile buttons 21.

FIG. 39 displays default priorities that may be implemented, if notoverridden by the parent's preferences. Alerts 760 have the highestpriority, with incoming phone calls 762 second, child-selectedapplications (activities) 764 third, learning activities 766 fourth,entertainment 768 fifth, and so forth.

FIG. 40 displays an exemplary daily schedule 745 as designed by theparent. The parent has scheduled events (learning activities L1,entertainment events E1, E2 and alerts A1, A2) to accommodate thechild's routine (in this example, the child is away at preschool from 9a.m. to noon, so the parent has scheduled no events during that period).Additionally, background monitoring 744, 746 has been scheduled. In thiscase, the parent has set 744 the GPS system to monitor twenty-four hoursa day, and has set 746 the health monitor to monitor during the eveningand night.

Thus, through the daily scheduling of events of the various integratedsystems, the parent is able to assist the child in planningappropriately for the day, as well as to create and change learning andentertainment events of interest to the child.

The CEIL system may be sold in any of several configurations withdifferent components and functions, as might be appropriate for childrenof different ages. For example, the doll companion of FIG. 9 may besuitable for children of three to five years, while the doll companionof FIG. 10 may be suitable for infants, and the doll companion of FIG.11 may be suitable for older children who need only a touch screen.Additionally, the basic doll companion may be sold without the GPSsystem 60, the health/SIDS system 70, the smart card system 85 and thelocal audio/visual system 90A, 90B, though the installed software ispreferably functional to allow addition of any one or more of thesesystems. Therefore, at the time of purchase, or at a later date whenneeded, these systems could be added.

Though generally presented herein with full functionality, a simplifiedCEIL system without a display screen 25, such as may particularly bedesigned for an infant, is also within the scope of the invention. Theparent is able to use some aspects of the configuration interface, andis able to plan and implement a daily schedule (FIG. 40) of learning andentertainment activities for the child. Some of the learning activitiesthat can be scheduled and executed without a display screen 25 includeearly alphabet sounds, educational audio books, introduction to variousmusical styles from Bach to the Beatles, parent voice recordings tomaintain voice recognition for the child throughout the day, educationalaudio books in selected languages, child name recognition andintroduction to the sounds, intonation and accents of foreign languages.

From the foregoing, it will be apparent that the doll companionintegrating child-directed execution of applications with cell phonecommunication, education, entertainment, alert and monitoring systems ofthe current invention allows the child to self-select and toself-execute applications using the integrated system. The cell-phoneenabled toy system additionally provides advantages for the parent(monitoring, communication, setting of a child's daily schedule,multiple means of easy access to the configuration interface forupdating of the settings and downloaded applications), for the child(learning, entertainment, communication, safety), and for the cell phoneprovider service (greater market penetration).

Since many modifications, variations and changes in detail can be madeto the described preferred embodiments of the invention, it is intendedthat all matters in the foregoing description and shown in theaccompanying drawings be interpreted as illustrative and not in alimiting sense. Thus, the scope of the invention should be determined bythe appended claims and their legal equivalents.

What is claimed is:
 1. A method of interacting with a toy device,comprising: generating an electromagnetic field by an NFC initiator incommunication with a processor; wherein both said NFC initiator and saidprocessor are disposed within a doll housing; wherein said toy devicecomprises an exterior surface; and wherein said doll housing forms atleast a portion of said exterior surface; manually bringing a firstNFC-type tag to within 4 cm of said NFC initiator to power via saidelectromagnetic field said first NFC-type tag to transmit firstapplication-associated data associated with a first set ofprocessor-executable application instructions; receiving, by said NFCinitiator, said first application-associated data; transmitting saidfirst application-associated data from said NFC initiator to saidprocessor; receiving, by said processor, said firstapplication-associated data; and executing, by said processor, saidfirst set of processor-executable application instructions based on thereceipt of said first application-associated data.
 2. The method ofinteracting with a toy device, as recited in claim 1, wherein said NFCinitiator operates in the 13.56 MHz radio band.
 3. The method ofinteracting with a toy device, as recited in claim 1, further comprisingdisplaying an image associated with said first set ofprocessor-executable application instructions on a display screen ofsaid doll housing, wherein said display screen forms a portion of saidexterior surface.
 4. The method of interacting with a toy device, asrecited in claim 3 further comprising: engaging a tactile button toinitiate a button signal; receiving, by said processor, said buttonsignal; and changing, by said processor, said display screen image basedon said received button signal.
 5. The method of interacting with a toydevice, as recited in claim 1, further comprising accessing aconfiguration interface server accessible to wirelessly communicate withsaid processor.
 6. The method of interacting with a toy device, asrecited in claim 5, further comprising: obtaining an image from a cameraoriented directing a lens of said camera outward from said doll housing;and transmitting said camera image from said toy device to saidconfiguration interface server.
 7. The method of interacting with a toydevice, as recited in claim 5, further comprising: generating healthdata from a health monitoring system; wherein said health monitoringsystem comprises at least one of a wireless radio frequency transmitterand a health parameter sensor; and wherein said health parameter sensorcomprises at least one of a sound sensor, a movement sensor, a weightsensor, a carbon dioxide sensor, a temperature sensor, a respiratoryrate sensor, and an acceleration sensor; transmitting said health datafrom said health monitoring system to said processor via said wirelessradio frequency transmitter; and transmitting said health data from saidprocessor to said configuration interface server.
 8. The method ofinteracting with a toy device, as recited in claim 5, furthercomprising: receiving, by a GPS system, GPS satellite signals; creating,by said GPS system, location data based at least partially on said GPSsatellite signals; wirelessly transmitting, by said GPS system, saidlocation data to said processor; and transmitting said location datafrom said processor to said configuration interface server.
 9. Themethod of interacting with a toy device, as recited in claim 5, whereinsaid accessing a configuration interface server is preformed viautilizing the Internet.
 10. The method of interacting with a toy device,as recited in claim 5, wherein said accessing a configuration interfaceserver is via telephonic calling of a provided customer service agent.11. The method of interacting with a toy device, as recited in claim 1,further comprising an administrative server, wherein: after receiving,by said processor, said first application-associated data, determiningif said received first application-associated data is associated withsaid first set of processor-executable application instructions; if saidprocessor determines said first application-associated data is notassociated with said first set of processor-executable applicationinstructions, establishing communication with said administrativeserver; and downloading, from said administrative server, said first setof processor-executable application instructions.
 12. The method ofinteracting with a toy device, as recited in claim 1, further comprisingcommunicating utilizing wireless cellular communication protocols. 13.The method of interacting with a toy device, as recited in claim 1,further comprising: establishing, by said processor, a connection to aweb-based configuration interface server; receiving from saidconfiguration interface server a time schedule for execution of a secondset of processor-executable application instructions; and executing saidsecond set of processor-executable application instructions at a timebased on said time schedule.
 14. The method of interacting with a toydevice, as recited in claim 1, further comprising: downloading to saidprocessor a second set of processor-executable application instructions;obtaining a contactless second NFC-type tag printed with avisually-viewable code; and entering said visually-viewable code viasaid display screen to cause the association of said second NFC-type tagwith said second set of processor-executable application instructions.